The Use of Technology to Teach Daily Living Skills for Adults with Autism: a Systematic Review

Objectives A disproportionate number of individuals with autism spectrum are unable to transition into independent living during adulthood, compromising the ability to experience autonomy and exert self-determination. Over the past 30 years, there has been an increasing trend to incorporate technology into educational and behavioral interventions, including those to target daily living skills. Methods In order to inform practice and identify needs for future research, we conducted a systematic review of peer-reviewed published research evaluating the effectiveness of an intervention incorporating electronic technology to improve daily living skills among adults with autism spectrum. We extracted data regarding participants, daily living skills targeted, intervention characteristics, and outcomes. Additionally, we evaluated each case against What Works Clearinghouse single-case design standards. Results Through a systematic database search and ancillary searches, we identified 27 studies with 49 participants. Interventions supported by electronic technology were most commonly used to improve meal preparation and housekeeping tasks. Across most applications, technology was utilized within the antecedent portion of an intervention, most commonly used with video modeling or video prompting interventions. Surprisingly, few studies took place in the participants' place of residence. Conclusions Evidence suggests there is great potential for incorporating technology into daily living skill interventions; however, more research is warranted to realize the full benefits of this approach.