During a middle school transition for a student with autism and an intellectual disability who is gaining independence, which ARD objective area should be prioritized to promote independence in both academic and functional activities?

• A. independence in academic and functional activities
• B. increase homework load
• C. limit student choice
• D. reduce participation in activities

Answer: (A)

Focusing on independence in academic and functional activities directly supports a student’s ability to use what they learn in real life and in different settings during transition. When an ARD objective targets independence across both domains, the plan ties classroom skills to practical tasks and daily living, helping the student self-manage, initiate work, solve problems, and apply strategies without overreliance on prompts. This integration strengthens self-determination and makes it more likely the student can navigate future academic demands and everyday responsibilities.

The other options don’t promote that same level of autonomy. Increasing homework load can overwhelm the student and doesn’t guarantee better independent performance. Limiting student choice reduces opportunities to practice decision-making and self-advocacy. Reducing participation in activities limits exposure to varied contexts where independent skills must be used, hindering generalization.

In practice, an objective focusing on independence would describe clear, measurable targets across contexts, with supports as needed and a plan for fading prompts as independence improves.