Below is a general skill sequence for teaching the first stages of sitting in a chair.

Developing proper sitting behavior is a cornerstone for introducing a range of learner readiness skills. Mastering the basic act of sitting can pave the way for imparting crucial skills like toileting, table instruction, waiting, and a multitude of other essential capabilities. However, it's vital to clarify that the aim isn't merely to teach learners to sit but to 'sit and do.' This could mean engaging in play, reading, or exploring new activities. The goal is to nurture a proactive approach while seated. This is why initial instruction in this skill area emphasizes sitting with high-value items, ensuring that the learner remains engaged and active. Moreover, clinicians and teachers who only teach learners to sit without introducing any accompanying activities are likely to face several issues. Without an appropriate replacement behavior, the learning process can become stunted and ineffective.

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 walk over and sit in a chair that is at least ten feet away when asked to do so.
Learner will sit in a chair and engage in five mastered tasks without getting up.
Learner will sit in a chair and engage in reading or other neutral value activities for 30 seconds.

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

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 sit. 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 Sits on floor with a high value item

‣

#2 Sits in chair for high value item

‣

#3 Sits in chair and mands for high value item

‣

#4 Sits in chair when asked from 3-5 foot distance

‣

#5 Sits in chair when asked from 10 foot distance

‣

#6 Sits in chair, engages in 1 mastered task

‣

#7 Sits in chair, engages in 5 mastered task

‣

#8 Sits in chair for 30s with a highest value item/activity

‣

#9 Sits in chair for 30s with an alternative high value item/activity

‣

#10 Sits in chair for 30s with a moderately preferred item/activity

‣

#11 Sits in chair for 30s with a fidget item/activity

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 Handholding

Intro to Token Economies

Intro to Dressing

Greetings (Non-Verbal)

Approaching Others When Asked

Transitioning With Others

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.