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

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 determine correlation between the level of self-help presence secondary predictors for acquisition both. sample comprised 53 participants different age gender, diagnosed ID or ASD. was determined use Checklist assessment (Verbal Behavior Milestones Assessment protocol - VB Mapp Self Care Supplement Sundberg, 2008), while barriers assessed by using Barriers Scale (VB-Mapp 2008). results show gender diagnosis are not significant either from youngest group have lower than middle oldest they more both other groups. skills. indicate need removing during treatment these children an early age, acquiring skills, but as well. It important most prevalent groups, well domains deficits.