What type of instruction is usually required for individuals with intellectual disabilities in relation to adaptive behavior?

Individuals with intellectual disabilities often require direct instruction on self-care as this approach provides the necessary skills for daily living and independent functioning. Direct instruction allows educators to focus on teaching specific self-care techniques, such as personal hygiene, meal preparation, and money management, in a structured and supportive manner. This hands-on approach enhances learning through immediate feedback and tailored support, making complex tasks more manageable and promoting the development of essential adaptive behaviors.

The effectiveness of direct instruction stems from its clarity and systematic progression, which can be crucial for individuals who may struggle with understanding abstract concepts or generalizing learned skills to everyday situations. By engaging students directly, educators can also adapt their methods based on the individual's pace and learning needs, providing a personalized experience that is often necessary for these learners.

In contrast, the other methods mentioned may lack the necessary specificity or support required for these individuals. Indirect self-taught methods may not provide the structured guidance needed for mastering self-care skills, while group instruction in large settings could overlook individual needs. Similarly, the use of visual aids without direct instruction may fail to deliver the comprehensive teaching and practice opportunities that students with intellectual disabilities require.