Below is a general skill sequence for helping learners a sequence for dressing themselves.

As learners develop familiarity and independent skills with individual clothing items (shirts, shoes, socks), a potential next step emerges—that of teaching them the full gamut of dressing. Dressing oneself is a very long and complicated skill, so we begin here with a basic task analysis to get the ball rolling, given that the learner has developed the ability to dress with each individual clothing item. As the learner gains fluency here, they will move on to a more advanced task analysis for dressing. This skill area is designed to teach learners to dress independently with some caregiver supervision. Note that, for this skill area, the learner’s clothing should be laid out for them and ready to go.

Treatment Plan Goal Ideas

This is a list of treatment plan goals. These are different from the goals you will find in the skill sequence below. Your treatment plan goals encompass any number of goals from the skill sequence. Sometime they will include multiple goals from the sequence (”Learner will label 5 toys”) and sometimes the treatment plan goal will be simply consist of a really important goal from the skill sequence (”Will label caregiver”). An analogy I like to use goes as follows: Each skill sequence goal (commonly known as a “target”) represent each stair in a flight of stairs. The treatment plan goal is the flight itself.

Treatment plan goal ideas for this particular skill area are as follows:

Learner will perform all steps of a basic task analysis for dressing with verbal and gestural prompts.
Learner will perform all steps of a basic task analysis for dressing with verbal prompts only.
Learner will independently perform all steps of a basic task analysis for dressing.

Component Skills

Your learner may need to be fluent in these component skills first before introducing this goal/skill area. Component skills for this skill sequence may include skill areas that are fundamental to other areas. Fluency in the skill areas listed below may increase the likelihood that your learner will succeed in this skill sequence and those afterward.

Intro to Reinforcer/Preference Expansion

Single Actions with Common Toys

Performs Preferred Action with Preferred Item (LR)

Performs Action During Familiar Routines (LR)

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow a task analysis for dressing themselves. Note that every learner is different and that you likely will need to tweak and vary some programming to their needs. Click the triangle icon to view the full description for each skill in the sequence/area.

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#1 Learner independently removes and puts on pants.

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#2 Learner independently removes and puts on shirt.

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#3 Learner independently removes and puts on socks.

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#4 Learner independently removes and puts on shoes (if applicable).

Concurrent Skills

Working on these skills at the same time could help with goal mastery. Maybe your learner has mastered these skills already. Perhaps they are already listed as component skills above. That’s okay! Targeting other learning channels might help your learner.

Composite Skills

These are the possible next steps for learners who have mastered, or are mastering, the skills listed above. Note that new skill areas may require fluency in other component skills not listed above. Also, you can introduce composite skill sequences prematurely to keep your learner progressing, as generativity may occur earlier than expected.

Dressing Self (Advanced TA) (Coming Soon!)

Follow the link below to better understand component-composite analysis.

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Research and Resources

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Disclaimer

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Email us at bxmastery@flatrockadvice.com

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