Correlation and predictors of self-help skills and teaching barriers in children with intellectual disability and autism spectrum disorders

Abstract

Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skills assessment (Verbal Behavior Milestones and Assessment protocol - VB Mapp Self Care Checklist Supplement - Sundberg, 2008), while the presence of teaching barriers was assessed by using the Barriers Assessment Scale (VB-Mapp Barriers Assessment - Sundberg, 2008). The results show that gender and diagnosis are not significant predictors of either self-help skills or teaching barriers. The participants from the youngest age group have lower level of self-help skills than the participants from the middle and oldest age group and they have more teaching barriers than both other age groups. The participants with more teaching barriers have lower level of self-help skills. The results indicate the need for removing barriers during the treatment of these children from an early age, in order to enable acquiring self-help skills, but other skills as well. It is important to determine the most prevalent barriers in both groups, as well as self-help domains in which they have deficits.