Below is a general skill sequence for getting learner’s started with dressing.

This skill area focuses on introducing the basics of dressing. The objectives are designed as concise and easily learnable units, laying the foundation for more advanced dressing programs. Before advancing, the learner needs to attain fluency in responding to specific prompts and must first become proficient in following simple, familiar routines. To supplement and enhance the learning process, it may be beneficial to work with the learner using uni-functional toys, which can help them understand and perform specific actions related to dressing.

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 independently step into a pair of shorts and pull them up.
Learner will independently remove a pair of socks from their feet.
Learner will put on a hat when asked to do so.

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 dress. 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 Pulls up oversized shorts

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#2 Pulls down oversized shorts

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#3 Pulls down oversized shorts, steps out

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#4 Steps into oversized shorts, pulls up

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#5 Steps into fitted shorts, pulls up

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#6 Pulls down fitted shorts, steps out

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#7 Pushes elastic down on sock

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#8 Pushes elastic down, pulls toe on sock

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#9 Pulls arms out of coat/jacket

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#10 Puts on ball cap

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#11 Pulls t-shirt over their head

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.

Intro to Sitting

Intro to Handholding

Intro to Token Economies

Performs Gross Motor Action (LR)

Performs Action with Multi-Functional Toys

Approaching Others When Asked

Intro to Toileting

Intro to Wiping

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.