Transitional Skills

Sep 11, 2026

Transitional Skills

Transitional skills are skills that help autistic individuals move into adulthood and become more independent. Daily living skills are an important part of a successful transition to adulthood. These skills include getting dressed, taking care of personal hygiene, and preparing food.

Influence of Externalizing Behaviors and Caregivers

Some people believe that IQ is the most important factor in how well someone will transition to adulthood. However, research shows that other factors may have a greater effect on how well autistic individuals learn daily living skills. These factors include externalizing behaviors and caregiver support.

“Externalizing behaviors” are behaviors that are directed toward other people or the environment. Examples include aggression or difficulty following rules. These behaviors can create challenges for the autistic individual and the people around them. However, having these behaviors does not mean that an individual cannot learn daily living skills. Caregivers can sometimes limit opportunities to practice daily living skills without meaning to. For example, an autistic individual who may become physically aggressive might not be allowed to help in the kitchen. As a result, they may not have the chance to learn skills such as preparing food. Another common example is when a caregiver completes a task because it is faster or easier to do it themselves.

Along with therapies and behavior supports, caregivers can help autistic individuals learn daily living skills. For example, caregivers can praise them when they complete a task correctly or coach them through the steps of a task. Caregivers can also make changes to the environment to help the individual learn safely. For example, if certain behaviors make it difficult for an individual to safely spend time in an area of the home, caregivers can make that area safer. In the kitchen, this might mean putting knives away and moving breakable items out of reach. These changes can allow the individual to safely practice skills in the kitchen.

Parents and caregivers play an important role in helping children develop transitional skills. Parents are encouraged to give their child enough time to complete tasks on their own. This can take extra patience, but the long-term benefits can be worth the effort. Starting at an early age, parents can encourage their autistic child to dress themselves, clean their room, prepare breakfast, and complete other daily tasks. Over time, these skills can become part of the child’s normal routine. This can make the transition to adulthood easier.

Valuable Skills

Three important skills for a successful transition to adulthood are 1) maintaining routines, 2) practicing self-care, and 3) communicating clearly. These skills often begin developing long before a person reaches adulthood.

Many autistic individuals prefer structure and may already have routines that they follow each day. Keeping a familiar routine can help make the transition to adulthood easier, especially if the individual plans to move out of the family home. Caregivers can also work with the autistic individual to create a daily routine. For example, they can sit down together and talk about what the individual wants to do each day and what tasks need to be completed. Creating a routine together can help build independence and teach important planning and teamwork skills.

Self-care may take extra time for an autistic individual to learn. Caregivers can support them by teaching one step at a time and slowly allowing them to take over the task. For example, if a caregiver usually does the individual’s hair, they could first encourage the individual to brush their own hair. Over time, the caregiver could help them learn to put their hair up on their own. This gradual approach can help the individual become more independent.

Clear communication can look different for each autistic individual. No matter how a person communicates, an important part of becoming an adult is learning to self-advocate. Self-advocacy means speaking up for yourself, expressing your needs, and making your own choices when possible. For example, caregivers can encourage an autistic individual to order their own meal at a restaurant. At a doctor’s appointment, they can give the individual a chance to answer questions about their health before answering for them.

Parent Resources

There are many resources available online to help families prepare for the transition to adulthood. Some resources include:

Autism ToolKit Directory: Our directory provides information about resources for autistic individuals in Georgia. Visit the directory, select Filter, choose Young Adult Transitional Skills, and then select your region to find resources in your area.
Autism Speaks Transition Tool Kit: This guide provides information for caregivers about self-advocacy, independent living skills, transition planning, and other topics.
Interagency Autism Coordinating Committee (IACC) Transition Resources: This website provides a variety of toolkits and guides for autistic individuals who are transitioning to adulthood. The resources include information from government agencies, nonprofit organizations, and other groups. They include resources from organizations such as the U.S. Department of Education and the American Academy of Pediatrics.

Transitional Skills in the Legal System

Families can also use laws and public programs to help support the transition to adulthood.

The Individuals with Disabilities Education Act (IDEA) requires schools to create a transition plan for students with an Individualized Education Program (IEP). The plan should include goals for areas such as employment and life after high school. Federal law requires transition planning to begin by the time a student turns 16. The student’s school should help the student and family create this plan.

The Administration for Community Living (ACL) is part of the U.S. Department of Health and Human Services. ACL works to make sure that people with disabilities and older adults have the support they need to live as independently as possible and take part in their communities. ACL also supports state programs for people with intellectual and developmental disabilities (IDD). These programs may provide services such as:

Independent living support
Community activities and support
Employment services
Respite care for families
Behavioral and mental health services
Assistive technology

Eligibility for these programs is different in each state. In many cases, an individual first applies through their state’s IDD office. They may then be placed on a waiting list for a Medicaid waiver. Medicaid waivers can provide a broad range of services and supports. The services available through these waivers can vary by state. For information about Georgia’s IDD services, visit the Georgia Department of Behavioral Health and Developmental Disabilities (DBHDD).

In Georgia, the Statewide Independent Living Council of Georgia (SILCGA) is a nonprofit organization led by people with disabilities. SILCGA works to identify barriers to independent living and works with Centers for Independent Living across the state. Its goal is to support equal participation for people with disabilities in their communities. There are Centers for Independent Living in different parts of Georgia. Families can use SILCGA’s website to find the center that serves their area.

Transitional and daily living skills are important for helping autistic individuals become more independent as they move into adulthood. These skills often begin developing many years before the transition to adulthood. Caregivers can have an important role in helping autistic individuals build these skills. Giving individuals time to practice tasks, providing support when needed, and making changes to the environment can create more opportunities for learning. Schools, laws, government programs, and nonprofit organizations can also provide support during this transition. With the right support and opportunities to practice, autistic individuals can build the skills they need for a more independent adult life.

Article By: Grace Mccorckle and The Autism ToolKit