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Labels Wet & Dry
Labels Wet & Dry
Labels Wet & Dry

Labels Wet & Dry

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.

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
  • Toileting, TL3, Expresses when wet

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?”

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 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 Labels Clean & Dirty 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

How to Run

  1. Present a wet towel.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the towel.
  4. After they label the towel correctly, ask the learner if the towel is wet or dry. Ex: "Is this towel wet or dry?"
  5. Learner should correctly label the towel as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet towels as the learner gains fluency with this skill.

Materials

  • Wet towel

Research/Resources

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#2 Labels Towel as Dry

How to Run

  1. Present a dry towel.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the towel.
  4. After they label the towel correctly, ask the learner if the towel is wet or dry. Ex: "Is this towel wet or dry?"
  5. Learner should correctly label the towel as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry towels as the learner gains fluency with this skill.

Materials

  • Dry towel

Research/Resources

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#3 Labels Napkin as Wet

How to Run

  1. Present a wet napkin.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the napkin.
  4. After they label the napkin correctly, ask the learner if the napkin is wet or dry. Ex: "Is this napkin wet or dry?"
  5. Learner should correctly label the napkin as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet napkins as the learner gains fluency with this skill.

Materials

  • Wet napkin

Research/Resources

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#4 Labels Napkin as Dry

How to Run

  1. Present a dry napkin.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the napkin.
  4. After they label the napkin correctly, ask the learner if the napkin is wet or dry. Ex: "Is this napkin wet or dry?"
  5. Learner should correctly label the napkin as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry napkins as the learner gains fluency with this skill.

Materials

  • Dry napkin

Research/Resources

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#5 Labels Rag as Wet

How to Run

  1. Present a wet rag.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the rag.
  4. After they label the rag correctly, ask the learner if the rag is wet or dry. Ex: "Is this rag wet or dry?"
  5. Learner should correctly label the rag as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet rags as the learner gains fluency with this skill.

Materials

  • Wet rag

Research/Resources

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#6 Labels Rag as Dry

How to Run

  1. Present a dry rag.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the rag.
  4. After they label the rag correctly, ask the learner if the rag is wet or dry. Ex: "Is this rag wet or dry?"
  5. Learner should correctly label the rag as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry rags as the learner gains fluency with this skill.

Materials

  • Dry rag

Research/Resources

‣
#7 Labels Paper Towel as Wet

How to Run

  1. Present a wet paper towel.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the paper towel.
  4. After they label the paper towel correctly, ask the learner if the paper towel is wet or dry. Ex: "Is this paper towel wet or dry?"
  5. Learner should correctly label the paper towel as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet paper towels as the learner gains fluency with this skill.

Materials

  • Wet paper towel

Research/Resources

‣
#8 Labels Paper Towel as Dry

How to Run

  1. Present a dry paper towel.
  2. Ask the learner what it is. (Optional)
  3. Have them hold the paper towel.
  4. After they label the paper towel correctly, ask the learner if the paper towel is wet or dry. Ex: "Is this paper towel wet or dry?"
  5. Learner should correctly label the paper towel as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry paper towels as the learner gains fluency with this skill.

Materials

  • Dry paper towel

Research/Resources

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#9 Labels Mop as Wet

How to Run

  1. Present a wet mop.
  2. Ask the learner what it is. (Optional)
  3. Have them hold/feel the mop.
  4. After they label the mop correctly, ask the learner if the mop is wet or dry. Ex: "Is this mop wet or dry?"
  5. Learner should correctly label the mop as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet mops as the learner gains fluency with this skill.

Materials

  • Wet mop

Research/Resources

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#10 Labels Mop as Dry

How to Run

  1. Present a dry mop.
  2. Ask the learner what it is. (Optional)
  3. Have them hold/feel the mop.
  4. After they label the mop correctly, ask the learner if the mop is wet or dry. Ex: "Is this mop wet or dry?"
  5. Learner should correctly label the mop as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry mops as the learner gains fluency with this skill.

Materials

  • Dry mop

Research/Resources

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#11 Labels Table as Wet

How to Run

  1. Present a wet table (put water on it ahead of time if needed).
  2. Ask the learner what it is. (Optional)
  3. Have them touch the table.
  4. After they label the table correctly, ask the learner if the table is wet or dry. Ex: "Is this table wet or dry?"
  5. Learner should correctly label the table as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet tables as the learner gains fluency with this skill.
  • Use a dropper with water to add water to the desired item.

Materials

  • Wet table

Research/Resources

‣
#12 Labels Table as Dry

How to Run

  1. Present a dry table.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the table.
  4. After they label the table correctly, ask the learner if the table is wet or dry. Ex: "Is this table wet or dry?"
  5. Learner should correctly label the table as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry tables as the learner gains fluency with this skill.

Materials

  • Dry table

Research/Resources

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#13 Labels Cup as Wet

How to Run

  1. Present a wet cup.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the cup.
  4. After they label the cup correctly, ask the learner if the cup is wet or dry. Ex: "Is this cup wet or dry?"
  5. Learner should correctly label the cup as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet cups as the learner gains fluency with this skill.

Materials

  • Wet cup

Research/Resources

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#14 Labels Cup as Dry

How to Run

  1. Present a dry cup.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the cup.
  4. After they label the cup correctly, ask the learner if the cup is wet or dry. Ex: "Is this cup wet or dry?"
  5. Learner should correctly label the cup as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry cups as the learner gains fluency with this skill.

Materials

  • Dry cup

Research/Resources

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#15 Labels Plate as Wet

How to Run

  1. Present a wet plate.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the plate.
  4. After they label the plate correctly, ask the learner if the plate is wet or dry. Ex: "Is this plate wet or dry?"
  5. Learner should correctly label the plate as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet plates as the learner gains fluency with this skill.

Materials

  • Wet plate

Research/Resources

‣
#16 Labels Plate as Dry

How to Run

  1. Present a dry plate.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the plate.
  4. After they label the plate correctly, ask the learner if the plate is wet or dry. Ex: "Is this plate wet or dry?"
  5. Learner should correctly label the plate as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry plates as the learner gains fluency with this skill.

Materials

  • Dry plate

Research/Resources

‣
#17 Labels Floor as Wet

How to Run

  1. Present a wet floor.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the floor.
  4. After they label the floor correctly, ask the learner if the floor is wet or dry. Ex: "Is this floor wet or dry?"
  5. Learner should correctly label the floor as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet floors as the learner gains fluency with this skill.

Materials

  • Wet floor

Research/Resources

‣
#18 Labels Floor as Dry

How to Run

  1. Present a dry floor.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the floor.
  4. After they label the floor correctly, ask the learner if the floor is wet or dry. Ex: "Is this floor wet or dry?"
  5. Learner should correctly label the floor as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry floors as the learner gains fluency with this skill.

Materials

  • Dry floor

Research/Resources

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#19 Labels Seat/Bench as Wet

How to Run

  1. Present a wet seat/bench.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the seat/bench.
  4. After they label the seat/bench correctly, ask the learner if the seat/bench is wet or dry. Ex: "Is this seat/bench wet or dry?"
  5. Learner should correctly label the seat/bench as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet seats/benches as the learner gains fluency with this skill.

Materials

  • Wet seat/bench

Research/Resources

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#20 Labels Seat/Bench as Dry

How to Run

  1. Present a dry seat/bench.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the seat/bench.
  4. After they label the seat/bench correctly, ask the learner if the seat/bench is wet or dry. Ex: "Is this seat/bench wet or dry?"
  5. Learner should correctly label the seat/bench as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry seats/benches as the learner gains fluency with this skill.

Materials

  • Dry seat/bench

Research/Resources

‣
#21 Labels Shirt as Wet

How to Run

  1. Present a wet shirt.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the shirt.
  4. After they label the shirt correctly, ask the learner if the shirt is wet or dry. Ex: "Is this shirt wet or dry?"
  5. Learner should correctly label the shirt as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet shirts as the learner gains fluency with this skill.

Materials

  • Wet shirt

Research/Resources

‣
#22 Labels Shirt as Dry

How to Run

  1. Present a dry shirt.
  2. Ask the learner what it is. (Optional)
  3. Have them touch the shirt.
  4. After they label the shirt correctly, ask the learner if the shirt is wet or dry. Ex: "Is this shirt wet or dry?"
  5. Learner should correctly label the shirt as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry shirts as the learner gains fluency with this skill.

Materials

  • Dry shirt

Research/Resources

‣
#23 Labels Pants as Wet

How to Run

  1. Present wet pants.
  2. Ask the learner what they are. (Optional)
  3. Have them touch the pants.
  4. After they correctly label the pants, ask the learner if the pants are wet or dry. Ex: "Are these pants wet or dry?"
  5. Learner should correctly label the pants as wet.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet pants as the learner gains fluency with this skill.

Materials

  • Wet pants

Research/Resources

‣
#24 Labels Pants as Dry

How to Run

  1. Present dry pants.
  2. Ask the learner what they are. (Optional)
  3. Have them touch the pants.
  4. After they correctly label the pants, ask the learner if the pants are wet or dry. Ex: "Are these pants wet or dry?"
  5. Learner should correctly label the pants as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry pants as the learner gains fluency with this skill.

Materials

  • Dry pants

Research/Resources

‣
#25 Labels Hands as Wet

How to Run

  1. Wet the learner's hands.
  2. Ask the learner if their hands are wet or dry. Ex: "Are your hands wet or dry?"
  3. Learner should correctly label their hands as wet.
  4. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet hands as the learner gains fluency with this skill.

Materials

  • Water to wet the hands

Research/Resources

‣
#26 Labels Hands as Dry

How to Run

  1. Ensure the learner's hands are dry.
  2. Ask the learner if their hands are wet or dry. Ex: "Are your hands wet or dry?"
  3. Learner should correctly label their hands as dry.
  4. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry hands as the learner gains fluency with this skill.

Materials

  • Dry hands

Research/Resources

‣
#27 Labels Shoes as Wet

How to Run

  1. Present wet shoes (or note when the learner’s shoes are wet).
  2. Have them touch the wet shoes.
  3. Ask the learner if the shoes are wet or dry. Ex: "Are these shoes wet or dry?"
  4. Learner should correctly label the shoes as wet.
  5. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet shoes as the learner gains fluency with this skill.

Materials

  • Wet shoes

Research/Resources

‣
#28 Labels Shoes as Dry

How to Run

  1. Present dry shoes (or note when the learner’s shoes are dry).
  2. Ask the learner what they are. (Optional)
  3. Have them touch the dry shoes.
  4. Ask the learner if the shoes are wet or dry. Ex: "Are these shoes wet or dry?"
  5. Learner should correctly label the shoes as dry.
  6. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry shoes as the learner gains fluency with this skill.

Materials

  • Dry shoes

Research/Resources

‣
#29 Labels Hair as Wet

How to Run

  1. Wet the learner's hair (or note when the learner’s hair is wet).
  2. Have them touch their wet hair.
  3. Ask the learner if their hair is wet or dry. Ex: "Is your hair wet or dry?"
  4. Learner should correctly label their hair as wet.
  5. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of wet hair as the learner gains fluency with this skill.

Materials

  • Water to wet the hair

Research/Resources

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#30 Labels Hair as Dry

How to Run

  1. Ensure the learner's hair is dry.
  2. Have them touch their dry hair.
  3. Ask the learner if their hair is wet or dry. Ex: "Is your hair wet or dry?"
  4. Learner should correctly label their hair as dry.
  5. Reinforce the learner accordingly.

Additional Notes

  • Use multiple examples/pics of dry hair as the learner gains fluency with this skill.

Materials

  • Dry hair

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.

Labels Clean & Dirty Labels Clean & Dirty Intro to Washing HandsIntro to Washing HandsFFC-Labels Common Features FFC-Labels Common Features Labels Hot & ColdLabels Hot & ColdLabels Sharp & DullLabels 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 & ColdLabels Hot & Cold

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.

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