Addressing Executive Function Using Assistive Technology to Increase Access to the 21st Century Skills

Introduction

The outcomes of adults with autism in terms of independent living, developing and maintaining meaningful relationships, and employment have generally been consistent since the 1960s (Henninger & Taylor, 2012). That is, sadly, the majority do not achieve a high quality of life – a finding that has been validated by self-reports of individuals with high-functioning autism spectrum disorders (HFASD) (Müller, Schuler, & Yates, 2008) as well as results of the National Longitudinal Transition Study (NLTS2) (Shattuck et al., 2012).

How can this dismal trajectory be changed? Learner outcomes will improve when they are taught meaningful skills. The 21^st Century Student Outcomes and Support Systems (Partnership for 21^st Century Skills, n.d.) have formally recognized that life success goes beyond academics by incorporating a focus on (a) Life and Career Skills; (b) Learning and Innovation Skills; and (c) Information, Media, and Technology Skills (see Table 1 for a brief description of these areas). In addition, it is important match the skills that need to be taught to evidence-based practices (EBP) – strategies that have been shown to be effective for learners on the spectrum (Centers for Medicare and Medicaid Services [CMS], 2010; National Autism Center [NAC], 2009; National Professional Development Center on ASD [NPDC], 2009) (see overview in Table 2).

Note. Partnership for 21^st Century Skills (n.d.).