Anderson, S. R., Jablonshi, A. L., Thomeer, M. L., & Knapp, V. M. (2007). Self-help skills for people with autism: a systematic teaching approach. Bethesda, MD: Woodbine House. ISBN-10: 1890627410 | ISBN-13: 978-1890627416 |

Study Questions - Self-help Skills Anderson book

1. Name three things you found to be clinically useful suggestions in this book. Why? What will it change about how you teach?
2. The authors talk a great deal about teaching naturally. Name three ways you could improve self-help skill training to make it more naturalistic.
3. What do you think about the authors' claim that issues in independence have long-term consequences, such as placement and vocational options? How can we help parents and teachers to prioritize these skills? What should change (the age at which we target such skills? The emphasis on them in the broader curriculum? Other factors?)
4. It is clear that learners will encounter a wide range of stimuli in these contexts (e.g., different kinds of sinks). How can we prepare them for that?
5. Comment on the materials in the appendix. Which might you use? Why?

Please review the EFL and the Vineland. Both are used to assess self-help and daily living skills and are used to assist in goal development. For each assessment, comment on:

1. Comment on the utility of the assessment (broad areas assessed, ages geared towards, etc), assessment pinpoints (breadth & depth), potential utility of each assessment and how that lends itself to goals.
2. Preparation considerations (length of time to administer, materials needed, etc)
3. It is critically important that we are aware of and focusing on an individuals cultural norms and expectations when it comes to adaptive skills. Why is that? How can we ensure we are keeping this in mind? Give examples
4. Compare the instruments. What is the same? What is different? Include strengths and weaknesses of each