<![CDATA[This study examines the implementation of a life skill-based curriculum in developing adaptive behaviour among children aged 5–6 years with autism spectrum disorder (ASD) at Sekolah Khusus Pelita Bunda Samarinda. Adaptive behaviour encompasses the ability to perform daily activities independently across three domains: conceptual, social, and practical skills. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with two classroom teachers, two therapists, and five parents, complemented by participatory observation and documentation over two weeks in May 2026. The findings reveal that the life skill curriculum is operationalised through structured, predictable daily routines encompassing self-care, toileting, mealtime independence, and tidying. Instructional strategies centre on visual supports, direct modelling, positive reinforcement, and systematic prompt-fading. Children demonstrated measurable gains in self-care independence, communication clarity, emotional regulation, and peer interaction. Collaborative communication among teachers, therapists, and parents sustains the continuity of skill practice across home and school settings. The study affirms that a contextualised, life skill-centred curriculum constitutes a meaningful and evidence-aligned pathway for enhancing adaptive functioning in young children with autism.]]>
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