How Life Skills Savvy are You?
Students with autism who have an average and above average IQ don’t need to worry about having life skills on the IEP?
False. Some people on the autism spectrum have adaptive and life skills that are not commensurate with their Intelligence Quotients (IQs). As a result, they can be functionally impaired because they are unable to translate their cognitive abilities into efficient adaptive and life skills.
Yes, the terms adaptive skills and life skills are often interchanged.
No, life skills are so much more! You’ll find out all about life skills here on this website.
No. Some people on the autism spectrum have adaptive and life skills that are not commensurate with their Intelligence Quotients (IQs). As a result, they can be functionally impaired because they are unable to translate their cognitive abilities into efficient adaptive and life skills.
Here are some statistics on children with autism and IQ:
31% have an intellectual disability (IQ less than70)
25% have average scores (IQ 71–85)
44% have scores above average ( IQ above 85)
An estimated one-third of people with autism are nonverbal.
False: Regardless of intelligence or verbal ability, research supports that teaching life skills to individuals with autism can improve functioning in adulthood.
False: Teaching children how to “function” in the world is just as important as teaching academic skills.
The IDEA (Individuals with Disabilities Education Act) states that:
Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
No. The IDEA recognizes that both are important
One of the fundamental components of an IEP is the Present Levels of Academic Achievement and Functional Performance (PLAFP), which summarizes the student’s current levels academically AND FUNCTIONALLY. All IEP goals flow form these present levels.
False: The first stated purpose of the IDEA (Individuals with Disabilities Education Act) is
“to ensure that all students with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”
False. There is no age or grade requirement when it comes to incorporating adaptive or life skills into the IEP?
No. The IDEA refers to skills beyond academics as “functional” skills.
No. In commentary on the IDEA, it states:
“It is not necessary to include a definition of “functional” in these regulations because we believe it is a term that is generally understood to refer to skills or activities that are not considered academic or related to a child’s academic achievement. Instead, “functional” is often used in the context of routine activities of everyday living.“
Functional is recognized to mean nonacademic, as in “routine activities of everyday living.”
If this quiz heightened your awareness about adaptive and life skills, yes!