Putting On T-Shirts
Putting On T-Shirts

Putting On T-Shirts

Below is a general skill sequence for helping learners independently put on a t-shirt.

As learners master some of dressing’s most common 1 step behaviors (see component skills), it might be possible to introduce more specific goals regarding specific clothing. This skill area seeks to do that with basic T-Shirts. Per the usual, we target larger shirts to give the learner a bigger “target” and gradually fade to the learner’s correct size. As the learner ganes fluency here, you might consider more advanced “shirt” options like button downs.

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, DR7, Pullover shirts on and off.
  • Dressing, DR29, Selects own clothes and dresses self.
  • Shopping, SH33, Selects casual clothing items in standard sizes (s, m, l, xl).
  • Shopping, SH39, Uses dressing room.

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 accurately locate the tag on the inside, back collar of a t-shirt or polo shirt.
  • Learner will lay any t-shirt out flat and face down on a surface.
  • Learner will independently put a larger t-shirt on across three t-shirts.
  • Learner will independently put on a t-shirt (in their own size) across three t-shirts.

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 ExpansionIntro to Reinforcer/Preference ExpansionSingle Actions with Common ToysSingle Actions with Common ToysPerforms Preferred Action with Preferred Item (LR)Performs Preferred Action with Preferred Item (LR)Performs Action During Familiar Routines (LR)Performs Action During Familiar Routines (LR)Intro to DressingIntro to Dressing

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions for putting on shirts. 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.

‣
#1 Locates tag on T-Shirt A
‣
#2 Locates tag on Long-sleeved T-Shirt
‣
#3 Locates tag on Polo Shirt
‣
#4 Spreads Shirt Out on Flat Surface
‣
#5 Spreads Shirt Out on Flat Surface, Locates Tag
‣
#6 Puts Left Arm In (X Large Shirt)
‣
#7 Puts Both Arms In (X Large Shirt)
‣
#8 Puts head Through (X Large Shirt)
‣
#9 Puts On Shirt (One Size Up)
‣
#10 Puts On Shirt (Actual Size)

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.

Intro to DressingIntro to DressingPutting On ShoesPutting On ShoesPutting On SocksPutting On SocksPutting On PantsPutting On Pants

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)Dressing Self (Simple TA)Putting On Coats & Button Ups Putting On Coats & Button Ups

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

‣
Research and Resources
‣
Disclaimer

Problem? Question? Suggestion? We want to hear from you!

Email us at bxmastery@flatrockadvice.com

We’ll try to get back with you as soon as we can!

Ⓒ 2022-2025. Flatrock Advising, LLC. bxmastery.com.