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Autism Journey Blog Series: Building Life Skills for Teens with Autism

DECEMBER 16, 2025

Table of Contents

Why life skills matter for teens with autism

For 15-year-old Liam, mornings at the start of high school were a struggle. He often missed the bus because he had trouble following his morning routine, and breakfast was sometimes skipped. His parents tried reminders, notes, and alarms, but it still felt like a daily battle. Like many teens with autism, he found managing daily tasks that might seem intuitive to others—like getting dressed, packing lunch, or navigating public transit—overwhelming.

Between the ages of 14 and 18, teens with autism begin a crucial transition from childhood toward greater independence. This stage isn’t just about academics. It’s about building confidence in life skills, from managing time and completing daily routines, to developing friendships and learning self-advocacy.

These skills create a bridge between school and adulthood. It’s about helping youth develop the confidence to take the next step, whatever that looks like for them.

LeighAnn Wayland, Psychologist & Manager of Interprofessional Clinical Services.

By practicing daily living skills, teens like Liam, gradually gain the independence and self-assurance that will help them thrive in school, work, and their communities. These growing responsibilities bring both opportunities and challenges for teens and their families.

What challenges do teens with autism face during adolescence?

Many parents of teens tell us the teenage stage brings new challenges and opportunities. Common themes we hear include:

Wanting more independence

As teens grow, they often want to take more responsibility for their daily routines, social lives, and personal decisions. For teens with autism, developing independence can be especially challenging. Tasks like managing a schedule, organizing schoolwork, or navigating social expectations may feel overwhelming without guidance and support.

Puberty and the changing body

Adolescence brings changes in emotions, social relationships, and self-awareness. Teens with autism may find it harder to understand social cues or to fit in with peers, which can increase anxiety or feelings of isolation. Starting conversations early, using clear and direct language, and revisiting topics over time can help teens feel more prepared and confident. Tools like visual supports or social stories can make these transitions smoother.

Mental health

The teenage years can heighten risks for anxiety and depression. Sensory sensitivities, social pressures, and the stress of navigating new routines can intensify emotions. Teens with autism may also experience challenges such as social anxiety, isolation, obsessive-compulsive behaviours, or generalized anxiety disorder. Parents and caregivers should watch for changes in mood, withdrawal, or increased meltdowns and reach out for support early.

Family Tip

Did you know? We offer child and teen counselling services to help youth better understand and manage their emotions. These sessions are designed to help teens feel more confident and resilient as they navigate adolescence.

High school graduation and adult services

Teens and families also face the big transition from high school to adulthood, which may involve post-secondary education, employment, or community participation. Many teens and their families worry about what comes after high school. These feelings are completely normal, and autism teen services in Toronto, like those offered at Surrey Place, are designed to meet teens where they are and guide them forward.

How to help prepare my teen for adulthood?

Daily living skills are everywhere in a teen’s day-to-day life. They go far beyond what is taught in the classroom. Cooking meals, doing laundry, managing money, taking care of personal hygiene, and organizing routines are all examples of skills that help teens navigate everyday life with confidence.

For teens with autism, developing these practical skills is just as important as academic learning. They form the foundation for independence, self-advocacy, and success in school, work, and the community. Below are examples of life skills teens can practice:

Daily living skills

  • Cooking simple meals and learning kitchen safety
  • Money management and budgeting
  • Personal hygiene, organization, and self-care routines

Social and communication skills

  • Practicing conversation and understanding social cues
  • Managing emotions and building coping strategies
  • Participating in group programs that encourage teamwork and friendship

Community and independence skills

  • Using public transportation safely
  • Exploring community recreation and volunteer opportunities
  • Learning how to set goals and make decisions

Family Tip

Focus on one skill at a time. Progress builds slowly and consistently when learning becomes part of everyday life.

How to prepare my teen for the future: School, Work, and Community

During the teen years, families also begin thinking about transition planning and preparing for what comes after high school. This may include employment, post-secondary education, or community participation.

Our programs for teens with autism focus on real-world skills that help prepare for adulthood. Each program is tailored to the developmental level, strengths, and goals, ensuring that every teen can build confidence in a supportive environment. Through various types of supports, including service navigation and clinical services like group and 1-to-1 therapy, Surrey Place helps teens:

  • Identify their strengths and interests
  • Explore vocational readiness and workplace skills
  • Build self-advocacy like learning to speak up for their needs
  • Connect with resources for adult developmental services

These conversations help families look ahead with clarity and confidence, knowing there’s a plan for the next stage of their autism journey.

Transition planning is not just about what comes next, it’s about helping youth discover what matters most to them and building the skills to make it happen.

LeighAnn Wayland, Psychologist & Manager of Interprofessional Clinical Services

Explore Our Teen Programs

Families don’t have to navigate this stage alone. We offer a range of ABA Groups, 1- to-1 services as well as multidisciplinary groups that bring together a team, including behaviour clinicians, occupational therapists, speech-language pathologists, and psychologists, to provide holistic, practical support.

Programs are available in-person and virtual across Toronto and the GTA, with flexible options for both group and one-on-one learning. These include:

  • 1-to-1 Focused Behavioural Intervention – Individualized ABA support that helps teens strengthen daily living, communication, and emotional regulation skills through targeted goals and practical, real-life strategies.
  • Boys Group – a supportive space where participants learn about puberty, consent, personal hygiene, and healthy routines while building confidence and self-awareness.
  • Building Confidence: Mental Health Group – children and teens learn to reframe negative thoughts, share ideas, and express themselves through drawing, acting, or writing, all while developing stronger social and emotional skills.
  • Employment and Volunteerism – a practical group that helps teens build workplace and volunteer readiness skills, from crafting resumes and practicing interviews to learning professional communication and etiquette.
  • Fuelling Healthy Habits: Life Skills Group – teens develop confidence and independence by building healthy routines in nutrition, mindfulness, and movement.
  • Girl Power – a fun and supportive group where girls build confidence, strengthen friendships, and learn to manage emotions and social challenges with positivity and resilience.
  • Navigating Relationships: Life Skills Group – participants build confidence in social, professional, and romantic relationships by practicing communication, boundary-setting, and self-advocacy skills.
  • PEERS – a social skills program where participants learn how to make and maintain friendships, use humour appropriately, and respond effectively to teasing, gossip and peer pressure.
  • Skills for Life: Advanced – teens strengthen executive functioning skills like time management, organization, and adaptability to boost independence and prepare for post-secondary success.
  • Working Together – a group that supports teens in building perspective-taking skills, collaborating with others, and practicing negotiation and teamwork in both social and academic settings.

Each program is designed to help teens practice essential skills in a supportive environment while building confidence, independence, and social connections

A clearer path from teen to adulthood

Whether your teen is just starting high school or preparing for adult services, Surrey Place can help you find the right fit.

We also offer transition workshops for parents and caregivers, so families can learn about funding options, community supports, and how to access adult developmental services.

Helping your teen build life skills today sets them up for success tomorrow.

Explore our Teen Programs to discover how Surrey Place can help your family build confidence, independence, and a clear path forward.

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By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO