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.

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.

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

Skill Possibilities

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)

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#2 Puts on extra large sock with assistance (visual aid)

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#3 Puts on extra large sock (visual aid)

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#4 Puts on larger sock with assistance (visual aid)

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#5 Puts on larger sock (visual aid)

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#6 Puts on fitted sock with assistance (visual aid)

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#7 Puts on fitted sock (visual aid)

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#8 Puts on fitted sock

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#9 Puts on pair of fitted socks

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#10 Puts on pair of fitted socks (non-white)

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#11 Puts on pair of fitted socks (no marks on heel and toe)

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.

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.

Dressing Self (Simple TA)

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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