Below is a general skill sequence for helping learners put on socks.
It's vital to recognize and build upon learners' milestones. As they become adept at basic self-dressing and consistently perform mastered actions in their routines without prompts, it may signal readiness to progress. Once they're fluent with uni-functional toys, consider diving deeper into self-help skills. Start with a fundamental task like putting on large socks, especially those with visual aids. Upon mastering this, it opens the door to introducing more advanced self-help tasks. Building systematically is the key to effective ABA implementation.
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)
Independent Play, IP 11-M, Spontaneously engages in pretend or imaginary play on 5 occasions (e.g., dressing up, a pretend party with stuffed animals, pretends to cook).
Independent Play, IP 14-M, Independently engages in sustained play activites for 10 minutes without adult prompts or reinforcement (e.g., playing with a Etch-a-sketch, playing dress up).
Social Behavior and Social Play, SBSP 14-M, Engages in pretend social play activities with peers for 5 minutes without adult prompts (e.g., dress up play, acting out videos, playing house).
AFLS (Assessment of Functional Living Skills)
Dressing, DR5, Socks on and off.
Dressing, DR29, Selects own clothes and dresses self.
DSM-V Diagnostic Criteria for Autism
A3, Deficits in developing maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
CDC’s Developmental Milestones
3 Years, Movement/Physical Development, Puts on some clothes by himself, like loose pants or a jacket.
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 independently put on an extra large pair of socks with visual aids.
Learner will independently put on a pair of fitted socks with visual aids.
Learner will independently put on three different pairs of fitted socks without visual aids.
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 follow instructions for putting on socks. 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 Grabs cuff of sock with pincer grip (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of a sock. Ensure that the sock has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff the sock. The grey heel should be pointed downward. Note that the learner does not need to put the sock fully on their foot.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of white socks of different sizes.
Research/Resources
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#2 Puts on extra large sock with assistance (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of an extra large sock. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Assist the learner as you both slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of extra large white socks with grey tips on the toe and heel.
Research/Resources
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#3 Puts on extra large sock (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of an extra large sock. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of extra large white socks with grey tips on the toe and heel.
Research/Resources
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#4 Puts on larger sock with assistance (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of a sock that is 1-2 sizes larger than the learner’s foot. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Assist the learner as you both slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of larger white socks with grey tips on the toe and heel.
Research/Resources
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#5 Puts on larger sock (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of a larger sock. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of larger white socks with grey tips on the toe and heel.
Research/Resources
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#6 Puts on fitted sock with assistance (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of a sock that is sized to match the learner’s foot. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Assist the learner as you both slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fittedwhite socks with grey tips on the toe and heel.
Research/Resources
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#7 Puts on fitted sock (visual aid)
How to Run
With a marker, put two small marks on either side of the cuff of a sock that fits the learner’s foot. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip where the marks have been made on either side of the cuff of the sock. The grey heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, note where the marks have been made to remind them of where they need to be picking the sock up at. Also make note of where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fitted white socks with grey tips on the toe and heel.
Research/Resources
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#8 Puts on fitted sock
How to Run
Present a sock that fits the learner’s foot. Ensure that the sock is white and has a grey heel and grey toe.
Ask the learner to pick up the sock and put it on. “Put the sock on!”
The learner should grab the sock by the cuff with both hands, using a pincer grip either side of the cuff of the sock. The grey heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, point to where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fitted white socks with grey tips on the toe and heel.
Research/Resources
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#9 Puts on pair of fitted socks
How to Run
Present a pair of socks that fits the learner’s foot. Ensure that the socks are white and has a grey heel and grey toe.
Ask the learner to pick up the socks and put them on. “Put the socks on!”
The learner should grab one of the socks by the cuff with both hands, using a pincer grip either side of the cuff of the sock. The grey heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Learners should repeat this with the other sock.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, point to where the grey heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fitted pairs of white socks with grey tips on the toe and heel.
Research/Resources
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#10 Puts on pair of fitted socks (non-white)
How to Run
Present a pair of socks that fits the learner’s foot. Ensure that the socks are NOT white but have a marked heel and marked toe.
Ask the learner to pick up the socks and put them on. “Put the socks on!”
The learner should grab one of the socks by the cuff with both hands, using a pincer grip either side of the cuff of the sock. The marked heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Learners should repeat this with the other sock.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, point to where the marked heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fitted pairs of different colored socks with marked tips on the toe and heel.
Research/Resources
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#11 Puts on pair of fitted socks (no marks on heel and toe)
How to Run
Present a pair of socks that fits the learner’s foot. The socks can be any color but shouldn’t have a mark on the heel or toe.
Ask the learner to pick up the socks and put them on. “Put the socks on!”
The learner should grab one of the socks by the cuff with both hands, using a pincer grip either side of the cuff of the sock. The heel should be pointed downward.
Learner should independently slide the sock on correctly—maintaining the pincer grip, while pulling the sock up their ankle and calf so their toes meet the tip.
Learners should repeat this with the other sock.
Reinforce accordingly.
Additional Notes
In instances where the learner errors, point to where the heel is, in the event they get the sock upside down.
Materials
Practice this on a variety of fitted pairs of different colored socks (that do NOT have marked tips on the toe and heel).
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.
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Intro to Reinforcer/Preference Expansion
Single Actions with Common Toys
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Intro to Dressing
Putting On Shoes
Putting On T-Shirts 
Putting On Pants
Dressing Self (Simple TA)