Autism and Life Skills: Building Independence at Any Age

Building independence is a process that can have challenges but can also provide great opportunities for everyone including for people with autism spectrum disorder. The path to independence will look different from person to person. From young children learning to brush their teeth to adults navigating public transportation or preparing meals, building life skills is an important part of growing up and gaining autonomy. While autism can present unique challenges in this process, it also opens the door to a wide range of creative, personalized ways to support development, no matter the age or support level.

Whether someone is identified as Level 1 (requiring minimal support), Level 2 (requiring substantial support), or Level 3 (requiring very substantial support), every individual has the capacity to build at least some degree of independence when provided with the right tools, consistent routines, and a supportive environment.

What Does Independence Really Mean?

Independence doesn’t always mean doing everything alone. For individuals with autism, it might mean:

• Making a choice from preferred options
• Completing part of a task with support
• Using assistive technology to navigate daily routines
• Building confidence in managing personal care or responsibilities

True independence is about empowering people to participate in their own lives in meaningful ways. Let’s explore key life skills and how they can be developed for individuals with autism across all levels of support.

Building Routines

Routines provide structure, reduce anxiety, and support executive functioning which is a common area of difficulty for individuals with autism.

Practical Approaches:

• For Level 3 Support Needs: Use visual schedules with pictures or objects to support understanding and predictability. For example, a morning routine chart with symbols for brushing teeth, getting dressed, and eating breakfast can provide cues and reduce reliance on verbal prompts.
• For Level 2 Support Needs: Incorporate timers or step-by-step written guides to help with transitions or completing multi-step tasks like packing a backpack or cleaning a room.
• For Level 1 Support Needs: Encourage use of digital tools like calendar apps or reminder systems. Supporting the person in creating their own schedules fosters ownership and builds planning skills.

Self-Care and Hygiene

Self-care builds dignity, self-worth, and independence. Tasks like bathing, grooming, and dressing are foundational skills for all ages.

Practical Approaches:

• Level 3 Support Needs: Use hand-over-hand teaching, adaptive equipment (e.g., easy-grip toothbrushes, visual mirror cues), and consistent routines. Tasks may be broken into micro-steps and practiced repeatedly.
• Level 2 Support Needs: Use video modeling, task strips, or sequencing cards. Celebrate small wins, like learning to wash hands in the correct sequence or brushing hair without prompting.
• Level 1 Support Needs: Focus on refining habits, integrating social cues (e.g., when to apply deodorant), and discussing appearance-related expectations in school or work settings.

Cooking and Nutrition

Preparing food promotes health, self-reliance, and confidence. It also opens opportunities for shared family experiences and even employment skills.

Practical Approaches:

• Level 3 Support Needs: Involve individuals in simple, repetitive tasks like pouring, stirring, or placing items on a tray. Use adaptive tools like easy-grip utensils or color-coded measuring cups.
• Level 2 Support Needs: Focus on following basic recipes using visual cues. Create “cookbooks” with pictures of ingredients and each step to follow. Practice safety skills like handling hot surfaces with supervision.
• Level 1 Support Needs: Introduce meal planning, grocery shopping, and using appliances safely. Discuss nutrition and budget-friendly options to build independence and healthy habits.

Transportation and Community Access

Transportation is a gateway to employment, social connection, and independence. Even if the individual doesn’t learn to drive independently, they could also work towards navigating public transit, using ride-share apps, or simply feeling safe going out with a support person.

Practical Approaches:

• Level 3 Support Needs: Use social stories and supported outings to increase comfort with car rides, buses, or community spaces. Focus may be on reducing anxiety and building tolerance to different environments.
• Level 2 Support Needs: Practice using visual maps, identifying bus stops, or role-playing how to ask for help. Pair outings with familiar routines to increase predictability.
• Level 1 Support Needs: Focus on real-world experiences—using a bus pass, mapping routes, and handling unexpected situations like schedule changes or delays.

Decision-Making and Autonomy

Being able to make choices, even small ones, builds confidence and self-direction. This is essential at any age or ability level.

Practical Approaches:

• Level 3 Support Needs: Offer clear, limited choices using visuals. For example: “Do you want to wear the blue shirt or the red shirt?” Respect the individual’s response, even if it’s nonverbal (e.g., reaching for an item).
• Level 2 Support Needs: Introduce decision-making in social or daily living contexts. Use role-playing and structured discussions to explore options and consequences.
• Level 1 Support Needs: Support critical thinking, problem-solving, and goal setting. Practice scenarios like choosing a job path, managing money, or resolving conflicts with peers.

Supporting Independence Is a Lifelong Process

Individuals with autism grow and evolve over time, and so do their needs and abilities. What fosters independence in childhood may look very different in adolescence or adulthood. Support should also grow and shift, from direct guidance to coaching, from visual cues to verbal discussion, from task completion to planning and problem-solving.

Tips for Supporting Growth:

• Celebrate progress, not perfection. Every small step is a big achievement.
• Presume competence. Give opportunities for individuals to try and lead, even if they need help.
• Use interests as motivators. Incorporating favorite characters, activities, or hobbies can make life skill practice more engaging.
• Build a team. Parents, therapists, teachers, and community mentors can all play a role

Building Independence Changes with Age and Ability

Teaching independence to individuals with autism is a dynamic process that evolves with age and development. In early childhood, independence may begin with learning to follow simple routines, make basic choices, and participate in self-care tasks like hand washing or dressing with support.

As children move into middle childhood, they can start building responsibility through structured chores, understanding time management with visual schedules, and practicing social decision-making in safe environments.

During adolescence, the focus often shifts to more complex skills like managing personal hygiene independently, preparing simple meals, navigating the community with guidance, and exploring interests that may lead to future employment or hobbies.

In adulthood, independence may involve higher-level planning, such as managing money, handling transportation, making healthcare decisions, or living semi-independently, with or without ongoing support.

At every stage, the goal is to honor the individual’s current abilities while providing the tools and guidance to help them grow into their next level of autonomy.

Developing Independence is a Personal Journey

Individuals with autism deserve the chance to live full, meaningful lives, lives with autonomy, dignity, and joy. For some, that means living alone and cooking their own meals. For others, it may mean choosing what shirt to wear or using assistive technology to communicate needs. Independence is not about doing everything alone; it’s about doing what you can, with the support you need.

When we provide the right tools, foster decision-making, and honor the strengths of each person, we open the door to a lifetime of learning, growing, and thriving.