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.
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.
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)Skill Possibilities
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.
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 Wiping 
Intro to Toileting 
Intro to Washing Hands
Labels Wet & Dry 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.
(Coming Soon!)
Follow the link below to better understand component-composite analysis.
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