Below is a general skill sequence for helping learners use bath and kitchen faucets.
Skills that keep learners safe and improve their quality of life should always be front and center. One common way learner’s may get hurt is in the bath or shower where they may turn the faucet to a temperature that is far too warm. This skill area consists of ideas for gradually teaching learners how to operate bath and kitchen fixtures. As the learner progresses through this skill sequence, not only might it help them with general bath and kitchen independence, it may also keep them safe as well.
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)
Visual Perception/Match to Sample, VPMS 2-M, Grasps small objects with thumb, index finger, and middle finger (pincer grasp) 5 times.
Motor Imitation, MI 6-M, Imitates 10 actions that require selecting a specific object from an array (e.g., selects a drumstick from an array also containing a horn and a bell, and imitates an adult’s drumming).
Group, G 11-M, Uses the toilet and washes hands with only verbal prompts.
AFLS (Assessment of Functional Living Skills)
Self Management, SM19, Remains calm during hygiene and grooming routines.
Basic Skills, BS23, Maintains adequate hygiene at job.
Bathing, BT3, Operates shower or bathtub faucet
Bathing, BT4, Regulates water temperature
Grooming, GR1, Turns on and off sink faucet
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, Social/Emotional Milestones, Follows simple routines when told, like helping to pick up toys when you say, “It’s clean-up time.”
30 Months, Cognitive Milestones, Shows simple problem-solving skills, like standing on a small stool to reach something.
30 Months, Movement/Physical Milestones, Uses hands to twist things, like turning doorknobs or unscrewing lids
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 turn on a faucet to a safe temperature with a visual aid.
Learner will independently turn on a faucet to a safe temperature.
Learner will independently turn on a faucet to a safe temperature across five faucets.
Learner will independently turn on an unfamiliar faucet to a safe temperature across five faucets.
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.
Below is a possible skill sequence for working on increasing your learner’s ability to interact with faucets/dials. 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 Turns On Bath/Shower A So Marks Match
How to Run
Prior to introducing this program, test the faucet/dial to determine a safe temperature for bathing. Note the positioning of the faucet or dial.
Using a marker, put marks on the faucet/dial(s) to indicate where the faucet should be positioned for this temperature.
Ask the learner to turn on the faucet/dial for a bath.
Using errorless learning, ensure that the learner has their hand under the faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Learner should adjust the faucet/dial(s) so that the mark(s) correspond.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#2 Turns On Bath/Shower B So Marks Match
How to Run
Prior to introducing this program, test the bath/shower faucet/dial to determine a safe temperature for bathing. Note the positioning of the faucet or dial.
Using a marker, put marks on the bath/shower faucet/dial(s) to indicate where the faucet should be positioned for this temperature.
Ask the learner to turn on the bath/shower faucet/dial for a bath.
Using errorless learning, ensure that the learner has their hand under the bath/shower faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bath/shower faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Learner should adjust the bath/shower faucet/dial(s) so that the mark(s) correspond.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bath/shower faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#3 Turns Bathroom Sink A So Marks Match
How to Run
Prior to introducing this program, test the bathroom sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Using a marker, put marks on the bathroom sink faucet/dial(s) to indicate where the faucet should be positioned for this temperature.
Ask the learner to turn on the bathroom sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the bathroom sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Learner should adjust the bathroom sink faucet/dial(s) so that the mark(s) correspond.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#4 Turns Bathroom Sink B So Marks Match
How to Run
Prior to introducing this program, test the bathroom sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Using a marker, put marks on the bathroom sink faucet/dial(s) to indicate where the faucet should be positioned for this temperature.
Ask the learner to turn on the bathroom sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the bathroom sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Learner should adjust the bathroom sink faucet/dial(s) so that the mark(s) correspond.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#5 Turns Kitchen Sink So Marks Match
How to Run
Prior to introducing this program, test the kitchen sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Using a marker, put marks on the kitchen sink faucet/dial(s) to indicate where the faucet should be positioned for this temperature.
Ask the learner to turn on the kitchen sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the kitchen sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the kitchen sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Learner should adjust the kitchen sink faucet/dial(s) so that the mark(s) correspond.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the kitchen sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#6 Turns On Bath/Shower A To Safe Temp
How to Run
Prior to introducing this program, test the faucet/dial to determine a safe temperature for bathing. Note the positioning of the faucet or dial.
Ask the learner to turn on the faucet/dial for a bath.
Using errorless learning, ensure that the learner has their hand under the faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#7 Turns On Bath/Shower B To Safe Temp
How to Run
Prior to introducing this program, test the bath/shower faucet/dial to determine a safe temperature for bathing. Note the positioning of the faucet or dial.
Ask the learner to turn on the bath/shower faucet/dial for a bath.
Using errorless learning, ensure that the learner has their hand under the bath/shower faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bath/shower faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bath/shower faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#8 Turns Bathroom Sink A To Safe Temp
How to Run
Prior to introducing this program, test the bathroom sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Ask the learner to turn on the bathroom sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the bathroom sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#9 Turns Bathroom Sink B To Safe Temp
How to Run
Prior to introducing this program, test the bathroom sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Ask the learner to turn on the bathroom sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the bathroom sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the bathroom sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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#10 Turns Kitchen Sink To Safe Temp
How to Run
Prior to introducing this program, test the kitchen sink faucet/dial to determine a safe temperature for using the sink. Note the positioning of the faucet or dial.
Ask the learner to turn on the kitchen sink faucet/dial for using the sink.
Using errorless learning, ensure that the learner has their hand under the kitchen sink faucet. IMPORTANT: Remain close to ensure that the learner doesn’t turn the kitchen sink faucet/dial to an unsafe temperature.
Ensure that they turn on the cold water first.
Then ensure that they gradually and slowly adjust towards the hot water dial slowly and incrementally until temp is reasonable.
Reinforce accordingly.
Additional Notes
IMPORTANT: Remain close to ensure that the learner doesn’t turn the kitchen sink faucet/dial to an unsafe temperature.
This program is best designed for a learner’s home where the dial adjustments will be consistent.
Materials
Research/Resources
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.
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.
(Coming Soon!)
Follow the link below to better understand component-composite analysis.
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Research and Resources
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Disclaimer
Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a general framework for generating ideas around this particular skill area and not as an assessment or curriculum.
Problem? Question? Suggestion? We want to hear from you!
Intro to Scanning 
Intro to Matching (Visual Perception) 
Intro to Reinforcer/Preference Expansion
Imitates Actions with Preferred Items
Performs Preferred Action with Preferred Item (LR)
Imitates Actions During Familiar Routines
Performs Action During Familiar Routines (LR)
Imitation with Uni-Functional Toys
Performs Actions with Uni-Functional Toys (LR)
Intro to Wiping 
Intro to Toileting 
Intro to Washing Hands
Labels Wet & Dry