What combination of supports is suggested for teaching ADL skills?

• A. Mostly independent practice without supports
• B. Lectures only
• C. Tests and quizzes
• D. Multi-step visual aids, scheduling, prompts

Answer: (D)

Teaching ADL skills to learners with severe-profound disabilities works best when the instruction includes structured, visible supports that guide each step. Multi-step visual aids break a task into clear, manageable parts and show the exact sequence, so the learner can follow along without relying on memory alone. A predictable schedule adds routine and reduces uncertainty, giving the learner consistent opportunities to practice the steps in a familiar order. Prompts provide just-in-time assistance to help complete the task correctly, and they can be faded over time as independence grows. Together, these supports address the instructional needs of ADL tasks by making steps explicit, organizing practice, and guiding performance safely. Relying on independent practice without supports, or on lectures or tests, doesn’t provide the concrete, hands-on scaffolding needed for acquiring daily living skills.