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I need help with an outline of the discussion section bellow for a better and more thorough understanding: Included: 1. Summary of findings 2. Clinical Implications (list out 3 and why) 3. Research Implications (list out 1-2) 4. Limitations found in the research 5. Limitations from the study of this review 6. Future research directions 7. Conclusion paragraph Basic Hygiene and Self-Help Daily Skills Through Behavior Analytic Interventions for Individuals with Autism Spectrum Disorder. Autism spectrum disorder (ASD) is a developmental disorder that can affect people of all ages. In recent years, the prevalence rate of autism spectrum diagnoses has increased to 1 in 31 (Centers for Disease Control and Prevention, 2020). In general, autism affects communication skills, social interaction skills, and behavior (Centers for Disease Control and Prevention, 2020). Additionally, an autism diagnosis often impedes on daily living skills, social communication skills and challenging behavior (Gerow et al., 2021). ABA-based interventions have been used to increase behaviors across a variety of domains, including academic skills, vocational skills, social skills, play/leisure skills, and daily living skills (Wertalik & Kubina, 2016). For example, ABA-based interventions led to increases in reading ability (Solis, et al., 2016; Joseph, et al., 2016), creative writing (Porritt, et al., 2006), interviewing skills (Stocco, et al, 2017), conversational exchanges in adults (Custer, et al., 2021) and children (Peters & Thompson, 2015), play skills (Lee, et al., 2021), and the acquisition of skills for independent living (Zawadzki, et al., 2024). Some studies have included interventions designed to improve grooming/hygiene skills such as hand washing (Campbell et al. 2015; Hagiwara and Myles 1999; Mays and Heflin 2011; Ohtake et al. 2015; Parrott et al. 2000; Rosenberg et al. 2010), tooth brushing (Charlop-Christy et al. 2000; Matson et al. 1990; Mays and Heflin 2011; Rayner 2010), face washing (CharlopChristy et al. 2000), combing hair (Matson et al. 1990), and shaving (Lasater and Brady 1995). Research has also been done on skills related to dressing such as putting on clothing items (i.e., shirt, pants, socks) (Matson et al. 1990; Ohtake et al. 2015), shoe tying (Matson et al. 1990; Rayner 2011), and zippering (Norman et al. 2001). Additionally, Bledsoe et al. (2003) used an intervention designed to improve mealtime behaviors such as wiping one’s face and decreasing spilling food or drink. Quality of life (QoL) is defined by the WHO as “individuals’ perceptions of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards and concerns” (World Health Organization, 1998, p. 11). This concept suggests that “persons’ physical health, psychological state, level of independence, social relationships, personal beliefs, and their relationships to salient features of the environment” should be considered when measuring QoL (World Health Organization, 1998, p. 11). The concept of QoL not only provides guidance to enhance one’s well-being but also serves as a common language for people to collaborate on making positive changes (Schalock, 2004) In addition, the ability to independently complete daily living skills (e.g., hand washing, making snacks) can make a major impact on people’s independence in their future if those skills aren’t learned adequately and meaningfully from a young age. It is also important to remember that a number of hygiene skills can and have been taught to persons with autism from a very young age (Kojovic et al., 2019). This factor is important because hygiene skills are significant for all persons with autism (Jacobson & Ackerman, 1990). For example, Marshall et al., (2007), found that deficits in language and an inability to follow instructions resulted in children with autism requiring more support in necessary routines such as going to the dentist, getting a haircut, going to the store and even completing these tasks in front of parents at home. Children with ASD can increase daily living skills with effective techniques that Applied Behavior Analysis therapy provides. Effective treatment strategies to address daily living skills include chaining procedures (e.g., Jerome et al., 2007; Rayner, 2011), video modeling (e.g., Bidwell & Rehfeldt, 2004), visual schedules (e.g., Krantz et al., 1993; Pierce & Schreibman, 1994), and a combination of these procedures (e.g., video-enhanced activity schedule; Kirkpatrick et al., 2019). When considering improving quality of life, many domains should be considered. For example, adaptive behavior has been shown to lead to improved QoL scores for autistic individuals (Braden et al., 2022) Adaptive behavior refers to any skill that promotes independent living (Carter et al., 1996). Individuals with autism spectrum disorder may have marked deficits in daily living skills such as dressing, housekeeping, and meal preparation. These deficits often persist into adulthood (Liss et al., 2001; Smith et al., 2012). When there is a critical lack in adaptive behavior or daily living skill in children with autism, it is an indication that their future might be compromised in many ways by decreasing the individual’s opportunities to live independently. Such deficits can keep children from developing independence and autonomy in adulthood as well as increase levels of risk (Kojovic et al., 2019). Achieving independence and a good quality of life is significantly linked to developing strong personal hygiene habits and self-help daily living skills, as these skills contribute to their ability to manage daily tasks and participate more fully in their environment, ultimately enhancing their overall well-being; however, many individuals with ASD may require additional support to learn and maintain proper hygiene practices due to challenges with sensory processing or understanding social norms related to cleanliness (Veazey et al., 2015). Independence is a vital goal for every person. Adaptive behavior is quite variable but related to diagnosis (Mazefsky, Williams, & Mineshew, 2008). The more severe the symptoms of autism, the greater the deficits in adaptive behavior (Kojovic et al., 2019). To better support the individuals with ASD, specific training or teaching of these skills may be helpful (Veazey et al., 2015). Researchers have developed interventions to teach these skills. Despite the aforementioned studies, much of the behavior analytic research is focused on increasing communication skills and/or decreasing challenging behavior (e.g., Machalicek et al., 2016; Vismara et al., 2012; Wacker et al., 2013). While these are, of course, important skills for leading a meaningful life, skills that are used every day, like showering, brushing teeth, and dressing, have been previously correlated with higher QoL measures (Siebens et al., 2015). Skills like brushing teeth, preparation of food, dressing up, washing hands can and should be taught, as early as preschool (Gerhardt et al., 2023). The purpose of this is to summarize the literature on how the importance of introducing daily living skills to children with ASD from a young age is important, and how it can help them have a more productive and dependent life.

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