Below is a general skill sequence for helping learners conceptualize wet and dry items.

As learners advance in their ability to identify and describe common items, it's essential to introduce them to concepts that detail the conditions of these items. Grasping the distinction between wet and dry objects is a pivotal learning milestone. This skill area focuses on aiding the learner in discerning the fundamental differences between items that are wet and those that are dry. Introducing this distinction not only enriches their vocabulary, making them more expressive, but also augments the learner's proficiency in understanding basic daily living contexts, such as drying their hands after washing or determining if clothes are ready to wear post-laundry.

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 items as wet and dry.
Learner will correctly label 10 common items as wet and dry.
Learner will correctly label 15 common items as wet and dry.

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 1.0

FFC-Labels Common FFC Item

FFC-Labels Common Features

Labels Clean & Dirty

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions and discriminate between wet and dry. 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 Wet

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#2 Labels Towel as Dry

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#3 Labels Napkin as Wet

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#4 Labels Napkin as Dry

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#5 Labels Rag as Wet

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#6 Labels Rag as Dry

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#7 Labels Paper Towel as Wet

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#8 Labels Paper Towel as Dry

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#9 Labels Mop as Wet

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#10 Labels Mop as Dry

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#11 Labels Table as Wet

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#12 Labels Table as Dry

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#13 Labels Cup as Wet

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#14 Labels Cup as Dry

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#15 Labels Plate as Wet

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#16 Labels Plate as Dry

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#17 Labels Floor as Wet

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#18 Labels Floor as Dry

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#19 Labels Seat/Bench as Wet

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#20 Labels Seat/Bench as Dry

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#21 Labels Shirt as Wet

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#22 Labels Shirt as Dry

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#23 Labels Pants as Wet

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#24 Labels Pants as Dry

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#25 Labels Hands as Wet

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#26 Labels Hands as Dry

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#27 Labels Shoes as Wet

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#28 Labels Shoes as Dry

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#29 Labels Hair as Wet

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#30 Labels Hair as Dry

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.

Labels Clean & Dirty

Intro to Washing Hands

FFC-Labels Common Features

Labels Hot & Cold

Labels Sharp & Dull

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 Hot & Cold

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

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Research and Resources

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Disclaimer

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