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.
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.
Toileting, TL10, Uses toilet paper.
Toileting, TL32, Dries hands with towels, paper towels, and electric dryers in public
Basic Skills, BS23, Maintains adequate hygiene at job.
Meals at Home, MH15, Uses napkin
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.
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.
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.
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#1 Wipes off water on table (towel given)
How to Run
Present a wet table to the learner (you can use a dropper to make the surface slightly wet).
Present a towel to the learner.
Ask them to wipe the table off.
Learner should take the towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
Additional Notes
Great opportunity to teach wet/dry.
Materials
Dish towel (or similar).
Research/Resources
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#2 Wipes off water on table (locates towel)
How to Run
Present a wet table to the learner (you can use a dropper to make the surface slightly wet).
Ensure that a towel is within 5-10 feet of the learner.
Ask them to wipe the table off.
Learner should scan the area and find the towel.
Learner should grab the towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
Additional Notes
Great opportunity to teach wet/dry.
Ensure that the learner returns the towel to the proper location.
Materials
Dish towel (or similar).
Research/Resources
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#3 Wipes off water on table (uses paper towel)
How to Run
Present a wet table to the learner (you can use a dropper to make the surface slightly wet).
Ensure that a roll of paper towels are at any distance up to 10 feet of the learner.
Ask them to wipe the table off.
Learner should scan the area and find the paper towel roll.
Learner should tear off a paper towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
Additional Notes
Great opportunity to teach wet/dry.
Ensure that the learner throws the towel away in the proper receptacle.
Materials
Dish towel (or similar).
Research/Resources
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#4 Wipes off table with dry erase eraser
How to Run
Draw a mark/marks with a dry erase marker on a table.
Ask them to wipe the table off.
Learner should scan the area and find a dry erase eraser.
Learner should wipe the surface of the table with it so that the mark(s) are gone.
Reinforce the learner accordingly contingent on the clean surface.
Additional Notes
Great opportunity to teach clean/dirty.
Materials
Drye erase marker and eraser.
Research/Resources
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#5 Wipes off dry erase board with dry erase eraser
How to Run
Draw a mark/marks with a dry erase marker on a sry erase board.
Ask them to wipe the board off.
Learner should scan the area and find a dry erase eraser.
Learner should wipe the surface of the board with it so that the mark(s) are gone.
Reinforce the learner accordingly contingent on the clean surface.
Additional Notes
Great opportunity to teach clean/dirty.
Materials
Dry erase marker and eraser.
Research/Resources
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#6 Wipes mouth with napkin (verbal)
How to Run
Note when a learner has excess food or drink around their mouth. You can also contrive this by using a small paint brush to brush a little bit of water on their mouth.
In the beginning stages, issue a verbal prompt for the learner to wipe their mouth.
Learner should grab a napkin and wipe their mouth so that the excess substance is gone.
Reinforce the learner accordingly contingent on their mouth being clean.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their mouth.
Materials
Napkins
Research/Resources
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#7 Wipes mouth with napkin
How to Run
Note when a learner has excess food or drink around their mouth. You can also contrive this by using a small paint brush to brush a little bit of water on their mouth.
Learner should grab a napkin and wipe their mouth so that the excess substance is gone.
Reinforce the learner accordingly contingent on their mouth being clean.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their mouth.
Materials
Napkins
Research/Resources
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#8 Wipes forehead
How to Run
Note when a learner has excess liquid on their forehead. You can also contrive this by using a small paint brush to brush a little bit of water on their forehead.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their forehead.
Reinforce the learner accordingly contingent on their forehead being clean.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their forehead.
Materials
Napkin, towel, or similar.
Research/Resources
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#9 Wipes palms
How to Run
Note when a learner has excess liquid on their palms. You can also contrive this by using a small paint brush to brush a little bit of water on their palms.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their palms.
Reinforce the learner accordingly contingent on their palms being clean/dry.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their palm.
You can use food coloring as well.
Materials
Napkin, towel, or similar.
Research/Resources
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#10 Wipes back of hand
How to Run
Note when a learner has excess liquid on the back of their hands. You can also contrive this by using a small paint brush to brush a little bit of water on the back of their hands.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their hands.
Reinforce the learner accordingly contingent on their hands being clean/dry.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their hands.
You can use food coloring as well.
Materials
Napkin, towel, or similar.
Research/Resources
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#11 Wipes back of neck
How to Run
Note when a learner has excess liquid on the back of their neck. You can also contrive this by using a small paint brush to brush a little bit of water on the back of their neck.
Once the liquid has been applied, the learner should grab bath tissue or similar and wipe the back of their neck.
Reinforce the learner accordingly contingent on their neck being clean/dry.
Additional Notes
Great opportunity to teach clean/dirty.
Have the learner look at the bath tissue after they’ve wiped. Show them that when there is no longer substance left on the bath tissue that they no longer need to wipe their neck.
You can use food coloring as well.
Materials
Bath tissue or similar.
Research/Resources
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#12 Wipes tricep area
How to Run
Note when a learner has excess liquid on their tricep area. You can also contrive this by using a small paint brush to brush a little bit of water on their tricep area.
Once the liquid has been applied, the learner should grab bath tissue or similar and wipe their tricep area.
Reinforce the learner accordingly contingent on their tricep area being clean/dry.
Additional Notes
Great opportunity to teach clean/dirty or wet and dry.
Have the learner look at the bath tissue after they’ve wiped. Show them that when there is no longer substance left on the bath tissue that they no longer need to wipe their arm.
You can use food coloring as well.
Materials
Bath tissue or similar.
Research/Resources
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#13 Wipes behind knee/back of leg
How to Run
Note when a learner has excess liquid around the back of the knee area (while wearing shorts). You can also contrive this by using a small paint brush to brush a little bit of water on the back of the knee or slightly above it.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their leg.
Reinforce the learner accordingly contingent on the back of the knee being clean/dry.
Additional Notes
Great opportunity to teach clean/dirty or wet and dry.
Have the learner look at the toilet paper after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe the back of their knee.
You can use food coloring as well.
Materials
Bath tissue or similar.
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.
Problem? Question? Suggestion? We want to hear from you!
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)
Intro to Dressing
Intro to Toileting 
Intro to Washing Hands
Labels Clean & Dirty 
Intro to Faucets/Dials
Wiping After Bowel Movements