In brief
Becoming independent does not mean being able to do everything alone, but reaching as much self-determination as possible. The 2021 guideline named as the overarching goal of any support improving quality of life and participation and required attention to the greatest possible independence and independence from external help. [2, Rec. 1] Especially in everyday life, housing, training and work there is often a discrepancy between what someone can do intellectually and what succeeds in everyday life; the guideline therefore recommended systematically recording difficulties and addressing them in a targeted way. [2, Rec. 49, 52] This article is an orientation and points to the detailed articles.
This English translation was produced with AI assistance and has not yet been independently reviewed.
Status of the guideline: This article uses the S3 guideline on therapy (2021). It expired on 23.03.2026. [1] The statements are not automatically wrong, but they are not backed by a valid guideline.
Everyday life and self-organisation
For adults without intellectual disability, the guideline recommended a manualised group therapy limited to about 20 sessions on stress and anxiety, self-organisation and adaptive as well as social skills with homework (grade of recommendation B). [2, Rec. 50] It is important that self-care in adulthood is always part of the overall plan. [2, Rec. 52] More on this: Practical daily-living skills: strengthening independence in everyday life, Executive functions: planning, starting, switching, Routines, structure and predictability in everyday life.
Housing
If independent living is not possible for adults without intellectual disability, according to the guideline an everyday-specific care service (outpatient or inpatient) should be provided that takes the person’s needs and wishes into account as far as possible. For outpatient supported housing and residential homes, it named, among other things, a daily structure and continuity of staff, places to withdraw and reduction of stimuli, trained staff and the involvement of legal carers and, on request, relatives. [2, Rec. 117] More: Living with autism: what supported housing should provide, Housing and assistance: what integration assistance provides.
Training, university and work
The guideline stated: the choice of occupation and educational route should be guided by individual strengths; a freely chosen job in the open labour market in the sense of the UN Convention on the Rights of Persons with Disabilities should be aimed for. Where needed, concrete support and reasonable adjustments should be provided, especially for application processes, daily structures, placements and, on request, informing the training provider or university. [2, Rec. 110] Application training with role plays should be offered on request (grade of recommendation B, evidence level 2). [2, Rec. 113] In the case of unemployment or impending inability to work, vocational rehabilitation should be checked individually. [2, Rec. 115] More: Transition from school to work: routes and support for autism, Vocational training with autism: support and rights, University with autism: support and reasonable adjustments, Work and career, Disclose the diagnosis at work?, Benefits for participation in working life: what SGB IX provides.
Authorities, rights and money
At 18, quite a lot changes legally: Coming of age at 18: what changes legally. How benefits and responsibilities fit together: Understanding the support system: who is responsible for what?; applications and objections: Applying and filing an objection; severe disability and care level: Severe disability card and degree of disability for autism, Care level for autism; integration assistance: Integration assistance under SGB IX: benefits and responsibility; advice: Finding independent advice: what the EUTB does. Recording wishes in case of legal guardianship: Power of attorney, care directive and legal guardianship: recording your wishes. Taxes and child benefit also play a role: Child benefit for adult children with disabilities, Tax relief: disability lump sum and care lump sum.
Leisure and exchange
For socially isolated adults, following the British model the guideline recommended, where appropriate, a group-based offer for active leisure or alternatively individual guidance, with a focus on the participants’ interests and regular meetings. [2, Rec. 119] Adults should receive information on self-help (groups, advice by other people with autism) and be encouraged to use such services. [2, Rec. 120] More: Leisure in autism: activities and interests, Relationships, friendship and partnership.
What else you should know
- Pace and breaks: Becoming independent happens in steps; overload can exhaust. More: Autistic burnout. Note: this is a classification by the editorial team.
- Professionals: Employees with autism: notes for employers.
- Advice: You can find contact points in the contact points section of the website. Note: this is a signpost by the editorial team.
Note: This article offers general information. It does not replace personal advice or treatment by professionals.
Sources and literature
- DGKJP. Aktuelle Leitlinien (Einträge 028-018 „Gültig bis 04.04.2021“ und 028-047 „Gültig bis 23.03.2026“). https://www.dgkjp.de/wissen/aktuelle-leitlinien/ – Professional society (website in German)
- DGKJP, DGPPN et al. Autismus-Spektrum-Störungen im Kindes-, Jugend- und Erwachsenenalter. Teil 2: Therapie. S3-Leitlinie, AWMF-Reg.-Nr. 028-047, Stand Text 02.05.2021. – Guideline (in German); expired on 23 March 2026
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