Independent Living Skills Preparation in Preschools and Elementary Schools: A Scoping Review

This scoping review examines the existing literature on interventions designed to teach independent living skills to preschool and elementary-aged students with intellectual and developmental disabilities. The review included 42 studies from six databases published between 2000 and 2024. The most frequently addressed skills were dressing, hygiene, cooking, and cleaning. The most common evidence-based practices used in interventions were prompting, reinforcement, task analysis, and visual supports. Most interventions took place in school settings and were implemented by researchers. While the majority of studies reported a positive effect on their respective dependent variables, few addressed long-term outcomes or transition to adulthood. The review identified a gap in research that explores the early implementation of transition instruction on independent living skills in preschool and elementary-age students with disabilities. The findings suggest a need for more research on scaffolding advanced independent living skills, using technology and environmental materials to optimize practices, and expanding interventions into home and community settings with family involvement. Future research should also examine the benefits of early transition-focused instruction and its impact on post-school outcomes. These efforts can improve the quality of life of students with disabilities by better preparing them for a successful transition to adulthood.