Importance: Adults with Down syndrome (DS) often experience limited access to structured, occupation-based programming after transitioning out of high-school, contributing to decreased independence in instrumental activities of daily living (IADLs).

Objective: To develop and pilot a structured, activity-based life skills program to support IADL development in adults with DS.

Design: This study used an applied, mixed-methods program-development design, including curriculum development and a 4-week pilot implementation.

Setting: The study was conducted at GiGi’s Playhouse Atlanta, a community-based nonprofit organization.

Participants: Participants included adults with DS (ages 18–30) enrolled in site programming and staff members. Participants were recruited using convenience sampling. Intervention: A 12-week IADL curriculum was developed, with 4 modules implemented during the pilot phase. Sessions occurred once weekly for 2.5–3 hours and included hands-on activities, visual supports, and real-life simulations targeting cooking, home safety, and financial literacy.

Outcomes and Measures: Outcomes included IADL performance using the Lawton Instrumental Activities of Daily Living Scale, attendance tracking, observation notes, and a focus group.

Results: Preliminary findings indicated strong engagement and feasibility. Participants responded well to hands-on activities and visual supports. The Wilcoxon signed-rank test indicated a small trend towards improved IADL performance, but results were not statistically significant.

Conclusions and Relevance: Findings support the feasibility of activity-based IADL programming for adults with DS. Further research is needed to examine long-term effects and inform a program evaluation.

Plain-Language Summary: This project was developed to help adults with Down syndrome build skills needed for everyday independence, such as cooking, managing money, and staying safe at home. Many adults with Down syndrome lose access to structured support programs after finishing high school, which can make it harder to develop these important life skills. A life skills program was created and partially tested at a community organization. Participants attended weekly sessions that included hands-on activities, visual supports, and real-life practice. The program focused on making learning engaging and easy to understand. Participants showed strong engagement and responded well to hands-on activities and materials created. The program was feasible to run in a community setting. These findings suggest that structured, activity-based programs can support independence in adults with Down syndrome. More research is needed to understand long-term benefits and how the program can be improved.