Many individuals with Autism and other developmental disabilities are identified and receive special education services to address deficits in cognitive and adaptive functioning. These deficits impact the student's ability to engage in daily living tasks independently. However, there are limited generalizable programs available to address these deficits among various special education classifications. The study explored the effectiveness of two modules utilized within the Healthy Relationships Curriculum with 14 individuals aged 13-18, identified with Autism Spectrum Disorder, Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities. The program modules addressed adaptive skills in the areas of personal care and sexuality. The present study used a quasi-experimental design to determine the extent of knowledge acquisition and retention with this population facilitated by the curriculum. Results indicated the participants were able to learn and retain skill knowledge after 6-weeks post Module 1 instruction. Due to unforeseen issues surrounding complications from the COVID-19 pandemic restrictions, a complete analysis of Module 2 could not be completed. However, preliminary findings were reported and show mixed results. The study concluded that the Healthy Relationships Curriculum is an effective tool to teach personal care and hygiene skills to students with Autism and other developmental disabilities. However, more research is still needed on the long term retention of both modules and the effectiveness of Module 2: Human Sexuality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]