Below is a general skill sequence for helping learners master the art of wiping various surfaces.
As learners continue to acquire essential life skills, the act of wiping various surfaces becomes a crucial area of focus. This skill domain emphasizes teaching the learner the proper techniques and contexts for wiping – be it surfaces, dishes, or their own face. Mastering this skill not only promotes cleanliness and hygiene but also fosters independence in everyday tasks. This is an important precursor to wiping after bowel movements. From clearing up spills on tables to ensuring clean dishes for meals or maintaining personal hygiene after meals, the ability to effectively wipe is fundamental. Through structured guidance and practice, the learner will become adept at recognizing when and how to use this skill efficiently, enhancing their self-reliance and confidence in diverse settings.
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 wipe up spills or condensation off of three different types of flat surfaces.
- Learner will wipe up spills or condensation off of three different kinds of dishes.
- Learner will wipe up excess residue in areas of their body that they cannot immediately see for three different areas.
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
Imitates Actions with Preferred Items
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Performs Actions with Uni-Functional Toys (LR)Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to wipe various surfaces. 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 Dressing
Intro to Toileting 
Intro to Washing Hands
Labels Clean & Dirty 
Intro to Faucets/DialsComposite 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.
Wiping After Bowel MovementsFollow the link below to better understand component-composite analysis.
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