Intro to Dressing
Intro to Dressing

Intro to Dressing

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.

How this skill area relates to your assessments!

This skill area aligns with various assessments and their respective domains, with milestone and domain codes provided for reference. Additionally, DSM-5 diagnostic criteria for Autism are included to help clinicians identify how this skill area potentially supports medical necessity in relation to the diagnosis.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

  • Listener Responding, LR 8-M, Performs 10 specific motor actions on command (e.g., Show me clapping. Can you hop?)

AFLS (Assessment of Functional Living Skills)

  • Dressing, DR1, Pants up and down
  • Dressing, DR2, Pants on and off
  • Dressing, DR3, Shoes on and off
  • Dressing, DR4, Boots on and off
  • Dressing, DR5, Socks on and off
  • Dressing, DR7, Pullover shirts on and off

DSM-V Diagnostic Criteria for Autism

  • A2, Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

CDC’s Developmental Milestones

  • 30 months, Movement/Physical Development Milestones, Takes some clothes off by himself, like loose pants or an open jacket
  • 3 years, Movement/Physical Development Milestones, Puts on some clothes by himself, like loose pants or a jacket

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 ExpansionIntro to Reinforcer/Preference ExpansionSingle Actions with Common ToysSingle Actions with Common ToysPerforms Preferred Action with Preferred Item (LR)Performs Preferred Action with Preferred Item (LR)Performs Action During Familiar Routines (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.

‣
#1 Pulls up oversized shorts
‣
#2 Pulls down oversized shorts
‣
#3 Pulls down oversized shorts, steps out
‣
#4 Steps into oversized shorts, pulls up
‣
#5 Steps into fitted shorts, pulls up
‣
#6 Pulls down fitted shorts, steps out
‣
#7 Pushes elastic down on sock
‣
#8 Pushes elastic down, pulls toe on sock
‣
#9 Pulls arms out of coat/jacket
‣
#10 Puts on ball cap
‣
#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 Sitting Intro to HandholdingIntro to HandholdingIntro to Token EconomiesIntro to Token EconomiesPerforms Gross Motor Action (LR)Performs Gross Motor Action (LR)Performs Action with Multi-Functional ToysPerforms Action with Multi-Functional ToysApproaching Others When AskedApproaching Others When AskedIntro to Toileting Intro to Toileting Intro to Wiping 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.

Putting On ShoesPutting On ShoesPutting On PantsPutting On PantsPutting On T-Shirts Putting On T-Shirts Putting On SocksPutting On SocksIntro to HangersIntro to Hangers

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

‣
Research and Resources
‣
Disclaimer

Problem? Question? Suggestion? We want to hear from you!

Email us at bxmastery@flatrockadvice.com

We’ll try to get back with you as soon as we can!

â’¸ 2022-2025. Flatrock Advising, LLC. bxmastery.com.