INDEPENDENT LIFE SKILLS

FOR ADULTS WITH MD

MANPREET SINGH
(Asst Prof in Special Education)
LIFE SKILLS FOR A NORMAL BEING
 FUNCTIONAL ASPECTS
• SETTING LIFE SKILLS TO FOUNDATION OR TO GRASS
ROOT LEVEL
• LOWERS THE DIFICULTY LEVEL
• ADAPTATIONS CAN BE DONE
• EASY TO COMPREHEND
• EASY TO LEARN
• EASY TO EXECUTE
• DESIGNED TO SPECIFIC DISABILITY
• EASY TO GENERALISE
 ASSESSMENT
• PERSONAL HYGIENE
• DRESSING AND CLOTHING CARE
• HEALTH CARE
• COOKING, EATING, NUTRITION
• HOME MANAGEMENT AND HOME SAFETY
• FINANCIAL MANAGEMENT
• PERSONAL GROWTH, AWARENESS, AND PROBLEM
SOLVING
• COMMUNITY ACCESS
 INDEPENDENT EATING
• explore the best seating options for him
• Make sure your child feels secure physically
• Start with food or drinks that your child really
likes to increase his motivation
• Allow your child to self-feed with his fingers first
• introducing utensils AT LATER STAGE
• Work from behind your child when assisting him
• showing him how to do something
CONINUED……

• showing him how to do something

• Place a mirror in front of you and your child so that you
can more easily see his mouth
• Include your child in family mealtimes
• utensils with built-up handles that are easier for your child
to grip;
• plates or bowls with raised sides so that food is less likely
to spill;
• cups or bottles that have a special opening that is easier to
drink through; and
• nonslip placemats or trays on which to place plates, cups,
and utensils so that they are less likely to move
 MOTIVATIONAL FACTORS
• USE OF COLOR
• CONTRAST
• TOUCH CUES
• TEXTURE
• POSITIONING
• SOUND
• SYMBOLS
• GESTURES
• REWARD
• SMILE

THE ABOVE FACTORS IF USED MAY INCREASE CHILD'S INDEPENDENCE AT

MEALTIME.
 USE OF COLOR
• Some children, especially those with 
cortical visual impairment, are attracted to
certain colors, such as red or yellow.
Incorporating your child's preferred color into
mealtime routines may increase his awareness
of food and other items at mealtime and
stimulate his interest in participating
 CONTRAST
• If child has low vision, it will be helpful to
provide contrast between the color of the
food and the plate or bowl. For example, it is
much easier to see mashed potatoes when
they are placed on a dark-colored plate rather
than on a white plate.
 TOUCH CUES
• The use of mealtime routines and touch cues
will help him anticipate what is going to
happen next. For example, when you go to
feed him a bite of food, touch his cheek with
your finger to help him understand that a bite
is coming. Guide his hand to his cup and help
him bring it to his mouth rather than suddenly
touching the cup to his lips without warning.
 TEXTURE
• The use of texture may help your child during
mealtime. If he is learning to get his own
beverage out of the refrigerator, for example,
you might put a rubber band around the
handle of the juice he prefers. Then he can use
his sense of touch to pick out this container
from a similar one that contains the ice tea.
 POSITIONING
• Consider where to position things for him to
help him maximize his mealtime
independence. For example, if he sees best
out of his left eye, present food you want him
to see on his left side. If he is attracted to
movement, move his cup with your hand in
order to catch his interest and encourage him
to reach for it.
 SOUND
• Some children respond to different sounds and
find them motivating. If this is the case with your
child, you might try tapping the item you want
him to look at or reach for in order to get his
attention. Other children find sound distracting.
If your child is easily over stimulated, consider
reducing the sound when he is eating. You might
want to turn off background noise such as a
television or limit conversation at the table.
 TOILET TRAINING
• You might begin the routine by giving her a 
symbol that can become associated with using
the bathroom, such as a card with a piece of
soap on it that smells like the soap she uses to
wash her hands or a washcloth that feels like
the towel she uses to dry her hands
• Use the hand-under-hand Method
• how to transfer her from her wheelchair to
the toilet, or where in the bathroom handrails
might be us
• Select clothing for your child that is easy to
take off and put on. Pants with an elastic
waistband will be easier for her to manipulate
than pants with snaps and a zipper
 USING A SCHEDULE
• For example, if she usually has a bowel
movement approximately 30 minutes after a
meal, then at 20 minutes after the meal take
her to the toilet and have her sit there
 PRIVACY
• Even if your child does not appear to
recognize whether the bathroom door is open
or closed, it is important to model privacy for
her. Close the door to the bathroom when
assisting her with using the toilet.
 WHAT PARENTS SHOULD DO HELPING
THEIR CHILD WITH INDEPENDENT LIVING
• SUPPORT THE CHILD PHYSICALLY AND MENTALLY
• Search for reason, rather than judging behaviour
• Lead with positivity
• Learn from other and adapt
• Respect and recognize multiple identities
• Provide decision-making power
• Get the child into community activities
• Accept your child
• Encourage interactions with others
• Impart sex education
• Provide training to improve the required skills
for independence
• Use repetition by creating daily rituals and
habits
• Get the best use of Technology
• Expose your child