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.
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)
Group, G 6-M, Sits at group snack or lunch table without negative behaviors for 3 minutes
Listener Responding, LR 4-M, Performs 4 different motor actions on command without a visual prompt (e.g., Can you jump? Show me clapping)
AFLS (Assessment of Functional Living Skills)
Self Management, SM7, Remains calm when learner needs to stay seated
Basic Communication, BC1, Follows instructions
Eat in Public, EP8, Sits in booth/chairs in restaurant
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
9 months, Movement/Physical Milestones, Gets to a sitting position by herself
9 months, Movement/Physical Milestones, Sits without support
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.
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.
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#1 Sits on floor with a high value item
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down on the floor.
Return or offer high value reinforcement for them upon sitting.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#2 Sits in chair for high value item
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair (1-3 feet away).
Return or offer high value reinforcement for them upon sitting in the chair.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#3 Sits in chair and mands for high value item
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair (1-3 feet away).
Once they are seated, they should offer some variation of a mand for the/a preferred item.
Allow access to this high value item or activitiy upon them sitting and manding.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#4 Sits in chair when asked from 3-5 foot distance
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair that is 3-5 feet away from them.
Learner should walk over to the chair and sit down.
Once they are seated, they should offer some variation of a mand for the/a preferred item.
Allow access to this item or activity upon them sitting and manding.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#5 Sits in chair when asked from 10 foot distance
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair that is 10 feet away from them.
Learner should walk over to the chair and sit down.
Once they are seated, they should offer some variation of a mand for the/a preferred item.
Allow access to this item or activity upon them sitting and manding.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#6 Sits in chair, engages in 1 mastered task
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair.
Learner should walk over to the chair and sit down.
Ask them to engage in a mastered task “Clap your hands!”
Learner should complete the task.
Allow access to preferred items/activities upon them completing the task.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#7 Sits in chair, engages in 5 mastered task
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a nearby chair.
Learner should walk over to the chair and sit down.
Ask them to engage in a series of at least 5 mastered tasks.
Learner should complete the tasks.
Reinforce accordingly after the tasks are complete.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Materials
Research/Resources
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#8 Sits in chair for 30s with a highest value item/activity
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item that they are/will be motivated for.
Ask the learner to sit down in a chair that is at varying distances from them.
Learner should walk over to the chair and sit down.
Allow access to a preferred item/activity upon them sitting.
Learner should remain seated for 30 seconds with the preferred item (but they don’t have to engage with the preferred item).
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to).
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Feel free to put the chair at a table. A table may open the door for more reinforcing activities (ex: magnet tiles, legos, play doh, etc.)
Materials
Research/Resources
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#9 Sits in chair for 30s with an alternative high value item/activity
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to an alternative high value item/activity upon them sitting. Note: This shouldn’t be their first choice item, but should have a history of being reinforcing. For example, their favorite thing is the toy helicopter but you offer their favorite book instead.
Learner should remain seated for 30 seconds with the alternative high value item (but they don’t have to engage with it the entire time).
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Feel free to put the chair at a table. A table may open the door for more reinforcing activities (ex: magnet tiles, legos, play doh, etc.)
Materials
Research/Resources
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#10 Sits in chair for 30s with a moderately preferred item/activity
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a moderately valued item/activity upon them sitting. Note: This shouldn’t be their top tier of reinforcers but should be something that they have a history of preferring. For example, their favorite thing is the toy helicopter but you offer a toy truck instead.
Learner should remain seated for 30 seconds with the moderately preferred item (but they don’t have to engage with it the entire time).
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Feel free to put the chair at a table. A table may open the door for more reinforcing activities (ex: magnet tiles, legos, play doh, etc.)
Materials
Research/Resources
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#11 Sits in chair for 30s with a fidget item/activity
How to Run
Gain the attention and motivation of the learner.
Remove/gain access to a highly preferred item/activity that they are/will be motivated for.
Ask the learner to sit down in a chair that is at varying distances from them.
Learner should walk over to the chair and sit down.
Offer access to a fidget item/activity upon them sitting. Examples: A fidget spinner, stress ball, or pop-it toy.
Learner should remain seated for 30 seconds with the fidget item (but they don’t have to engage with it the entire time).
Once 30 seconds has elapsed, allow them to leave the chair (or they can continue to and engage with the item if they prefer to) and reinforce accordingly.
Additional Notes
It’s important to have a clear measurement on which items are highly valuable to the learner. Take note of which items the learner is motivated for and assess frequently as—for some learners—these preferences change from day to day.
Using a timer in the initial stages of this program may be helpful. Allow the learner to watch the timer when first introduced. Gradually fade the timer as a visual aid and then fade the alarm as well so that the learner knows time is up when the therapist says “Time is up!”.
Feel free to put the chair at a table. A table may open the door for more reinforcing activities (ex: magnet tiles, legos, play doh, etc.)
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.
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.
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Intro to Reinforcer/Preference Expansion
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Intro to Handholding
Intro to Token Economies
Intro to Dressing
Greetings (Non-Verbal) 
Approaching Others When Asked
Transitioning With Others
Intro to Waiting
Intro to Toileting