Labels Clean & Dirty
Labels Clean & Dirty

Labels Clean & Dirty

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.

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)

  • Tact, T 3-M, Tacts 6 non-reinforcing items (w/o echoic prompts)
  • Tact, T 6-M, Tacts 25 items when asked “what’s that?”

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC13, Labels adjectives (identify properties of objectives: color, size, shape, texture)
  • Toileting, TL2, Correctly answers wet/dry/soiled
  • Bathing, BT2, Puts dirty clothes in hamper
  • Clothing and Laundry, CL1, Identifies clean vs. dirty clothes

DSM-V Diagnostic Criteria for Autism

  • A1, Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

CDC’s Developmental Milestones

  • 30 months, Language/Communication Milestones, Names things in a book when you point and ask, “What is this?”
  • 5 years, Social/Emotional Milestones, Does simple chores at home, like matching socks or clearing the table after eating

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 Scanning Intro to Matching (Visual Perception) Intro to Matching (Visual Perception) Following GesturesFollowing GesturesMatches Common Items in 2D Array 1.0 (Identical)Matches Common Items in 2D Array 1.0 (Identical)Receptively IDs Common Items in 2D ArrayReceptively IDs Common Items in 2D ArrayLabels Common Items 1.0Labels Common Items 1.0

FFC-Labels Common FFC Item

FFC-Labels Common Features 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.

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#1 Labels Towel as Dirty
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#2 Labels Towel as Clean
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#3 Labels Paper Towel as Dirty
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#4 Labels Paper Towel as Clean
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#5 Labels Tissue as Dirty
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#6 Labels Tissue as Clean
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#7 Labels Toilet Paper as Dirty
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#8 Labels Toilet Paper as Clean
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#9 Labels Dish as Dirty
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#10 Labels Dish as Clean
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#11 Labels Pan as Dirty
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#12 Labels Pan as Clean
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#13 Labels Cup as Dirty
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#14 Labels Cup as Clean
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#15 Labels Shirt as Dirty
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#16 Labels Shirt as Clean
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#17 Labels Pants as Dirty
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#18 Labels Pants as Clean
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#19 Labels Car as Dirty
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#20 Labels Car as Clean
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#21 Labels Hands as Dirty
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#22 Labels Hands as Clean
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#23 Labels Shoes as Dirty
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#24 Labels Shoes as Clean

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 FFC-Labels Common Features Intro to Wiping Intro to Wiping Intro to Washing HandsIntro to Washing Hands

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.

Labels Wet & Dry Labels Wet & Dry Labels Hot & ColdLabels Hot & ColdLabels Sharp & DullLabels Sharp & Dull

Follow the link below to better understand component-composite analysis.

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Research and Resources
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