Amostra

Juan. Juan was 20 years old at the time of the study. Juan’s primary diagnosis was fragile X syndrome. He scored a 54 on the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and 49 in communication, 58 in daily living, 52 in socialization, and 54 in motor skills on the Vineland Adaptive Behavior Scale (ABS). Juan also received a score of 70 in motor skills, 30 in social interaction (very limited), 66 in personal living skills (very limited to negli gible), 34 in community living skills (very limited), and 40 in broad independence (very limited) according to the Scale of Independent Behavior (SIBR). Juan has limited expressive communication, using only one-word utter ances. His receptive ability allowed him to understand and follow simple instructions, but he did not complete any tasks without being prompted. Juan’s targeted tasks included making spaghetti, cleaning the dining room, and making mac and cheese. Robert. Robert was 19 years old at the time of the study and his primary diagnosis was Autism. On the WAIS-IV, he scored a 46 in full IQ, 68 composite score in verbal compre hension, 65 in perceptual reasoning, 63 in working memory, and 68 in processing speed. Robert also scored an 86 in com munication, 88 in daily living, 89 in socialization, 92 in motor skills, and an 87 composite score in adaptive behavior on the Vineland ABS. On the SIBR, he scored a 55 in motor skills, 64 in social interactions, 54 in personal living skills, 56 in community living skills, and 46 in broad independence (very limited). Robert has limited expressive ability; he communicates in single sentences which sounded scripted. His receptive ability was limited for understanding both ver bal and written instructions. Robert was a nonreader and functionally dependent on prompts in all aspects of his life. Robert’s targeted tasks included making mac and cheese, cleaning the back porch, and cleaning the front porch. Molly was 20 years old at the time of the study. Mol ly’s primary diagnosis was autism spectrum disorder. She scored 40 in full IQ, 47 in verbal comprehension, 45 in per ceptual reasoning, 50 in working memory, and 50 in pro cessing speed on the WISC-IV. On the Vineland ABS, Molly scored 70 in communication, 75 in daily living, 93 in socialization, 62 in motor skills, and 69 composite score in adaptive behavior. She also received a 23 in motor skills, 42 in social interactions, 46 in personal living skills, 35 in community living skills, and 25 in broad independence. Molly has significantly limitations in her ability to express herself. Most of her communication was echolalic or unin telligible; when she did express herself, she used one-word utterances. Her limited receptive ability required simple one-word instructions, which she sometimes had a difficult time understanding. Molly needed a significant level of support to complete tasks and activities across all settings. Molly’s tasks were making mac and cheese, cleaning the living room, and mailing a letter.nder the Individuals with Disabilities Education Act (IDEA). Two apartments in a large apartment complex housed the program, serving both as classrooms and as instructional settings for teaching various life skills. Each of the apartments was fully furnished and organized like a tra ditional three-bedroom apartment including a fully stocked and functional kitchen. The intervention sessions occurred during the school day at the apartment. During the interven tion session, there were approximately three staff and five students in the apartment.