Below is a general skill sequence for helping learners understand the difference between clean and dirty.
As learners develop the ability to label a plethora of common items and features of those items, it becomes necessary to teach the learner to conceptualize the state of these objects. Understanding the concept of clean versus dirty objects is one such area. This skill area seeks to help the learner understand the basic differences between common items that are clean and those that are dirty. This may pave the way on a level related to language development as it gives the learner more descriptive words. It also increases the learner's overall competence regarding basic daily living skills, like wiping after bowel movements or cleaning dishes and other surfaces.
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 correctly label five common fabric items as clean or dirty.
- Learner will correctly label three common paper products as clean or dirty.
- Learner will correctly label correctly label an item clean or dirty for 15 common items.
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) 
Following Gestures
Matches Common Items in 2D Array 1.0 (Identical)
Receptively IDs Common Items in 2D Array
Labels Common Items 1.0FFC-Labels Common FFC Item
FFC-Labels Common Features Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to discriminate between clean and dirty items. 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.
FFC-Labels Common Features 
Intro to Wiping 
Intro to Washing HandsComposite 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.
Labels Wet & Dry 
Labels Hot & Cold
Labels Sharp & DullFollow the link below to better understand component-composite analysis.
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