Enhancing Daily Living Skills in Adolescents with Autism: The Role of Artificial Intelligence-Assisted Problem-Solving Instruction

Abstract

The purpose of this study is to examine the effect of artificial intelligence (AI)life tasks. A multiple-probe design was used in this study. The participants included three male adolescents aged 14–17 with ASD. During the teaching process, a structured AI-supported activity program based on task analysis, errorless instruction, and visual cues was used via iPad. Problem-solving strategies were taught through scenarios created with missing, incorrect, and inconsistent materials. Data were collected through video recordings during the baseline, intervention, generalization, and maintenance sessions; the dependent variable was the participants’ rates of demonstrating correct problem-solving responses in problematic tasks. The findings showed that all participants increased their ability to independently solve problems that arose during daily life tasks at the end of the teaching process, were able to generalize problem-solving strategies to new scenarios, and were able to maintain the skills they acquired after the teaching ended for 2, 4, and 6 weeks. Social validity data indicated that the instructional process was considered meaningful, useful, and applicable to both participants and experts. The study demonstrates that AI-supported problem-solving strategies are an effective, valid, and socially acceptable instructional approach for supporting daily life tasks in adolescents with ASD.