Encyclopedia of Autism Spectrum Disorders

2013 Edition
| Editors: Fred R. Volkmar

Daily Living Skills

  • Aaron StabelEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-1-4419-1698-3_1417



The term “daily living skills” refers to a wide range of personal self-care activities across home, school, work, and community settings. Most daily living skills, like food preparation and personal hygiene, need to be performed on a regular basis to maintain a reasonable level of health and safety. Adaptive functioning, or an individual’s ability to care for self and function independently, is a primary consideration when supporting individuals with autism and other disabilities. Daily living skill activities include:
  • Personal hygiene and grooming

  • Dressing and undressing

  • Meal preparation and feeding

  • Mobility and transfer

  • Toileting

  • Housekeeping

  • Laundry

  • Home safety

  • Health and medication management

  • Leisure time and recreation

Children’s abilities to care for themselves have been found to correlate with intellectual functioning and may be a strong predictor of future...

This is a preview of subscription content, log in to check access.

References and Readings

  1. Carter, A. S., Gillham, J. E., Sparrow, S. S., & Volkmar, F. R. (1996). Adaptive behavior in autism. Mental Retardation, 5, 945–960.Google Scholar
  2. Goodlin-Jones, B. L., & Solomon, M. (2003). Contributions of psychology. In S. Ozonoff, S. J. Rogers, & R. L. Hendren (Eds.), Autism spectrum disorders: A research review for practitioners (pp. 55–85). Washington, DC: American Psychiatric Publishing.Google Scholar
  3. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.Google Scholar
  4. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.Google Scholar
  5. Wehman, P., & Targett, P. S. (2004). Principles of curriculum design: Road to transition from school to adulthood. In P. Wehman & J. Kregel (Eds.), Functional curriculum for elementary, middle, and secondary age students with special needs (2nd ed., pp. 1–36). Austin, TX: Pro-Ed.Google Scholar

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.The M.I.N.D. Institute, University of California Davis Medical CenterSacramentoUSA