Cleaning up

Children with ASD can find the long-term goal of cleaning up difficult to master. Children with ASD struggle to keep their bedrooms and play areas clean and organized, as well as any other rooms that they use (such as bathroom and kitchen). They often perceive cleaning as a monumental and rather intimidating task. Teaching a child with ASD to clean a room can help teach responsibility and organizational skills, can instill confidence, and can encourage independence. 

The following strategies may help your child make progress towards mastering the long-term goal of cleaning up:

• Actively help and observe. Consider helping them complete the task, encourage turn taking, and reward cooperation. Observe your child and move to a different activity if they become overwhelmed by the task. Return to cleaning the room later, when your child is calm, and try to make the activity more entertaining.
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• Make it fun. Make silly noises while putting an item away on your turn. Consider using a song to begin or accompany cleaning (see below). Your child is more likely to cooperate if they perceive the activity as a game or something fun. Increase the rewards to speed up the process. Use positive reinforcement to encourage your child to repeat that level of cooperation or build on it. Offer an age and effort appropriate reward: a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
  Clean Up Song | Tidy Up Song | The Singing Walrus - YouTube

• Break the cleaning into multiple smaller tasks. Ask your child to do specific smaller tasks in order to achieve the cleaning of the room or to clean up after themselves (e.g., cleaning up after certain activities such as playing, eating, doing homework, etc.). For example, ask your child to pick all the books up. Other examples include putting clothes in the laundry hamper, taking cups and glasses to the kitchen sink (or trash if disposable), picking puzzles up, putting pillows on the bed, making the bed, etc. Use positive reinforcement upon completion of every single smaller cleaning task to encourage them to repeat that level of cooperation or build on it. Offer an age and effort appropriate reward: a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. 
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• Use a visual chart that is activity specific. Make a chart for each activity that outlines the steps your child needs to take in order to clean up after themselves once they conclude a specific activity. 

1. For example, for cleaning after eating, make a visual chart with the following steps by printing and pasting pictures on a page: 1) dirty dishes go in the sink (or dishwasher), with picture examples of dirty plates, dirty cups, dirty cutlery; 2) the table is wiped with a paper towel and the paper towel is disposed of when done, with picture examples of a child wiping a table; 3) the chair is pushed in at the table so it is not in the way, with picture examples of a child pushing in their chair at the table.
2. As another example, for cleaning after after playing, make a visual chart with the following steps by printing and pasting pictures on a page: 1) stuffed toys go in a basket or on a shelf, with picture examples of whatever sorting system you have, such as a blue basket for soft toys; 2) cars and trains go in a different basket or on a shelf, with picture examples of whatever sorting system you have, such as a red basket for cars and trains; 3) books go on a bookshelf with a picture of a bookshelf. Add pictures for steps you expect your child to complete in order to clean after playing, and keep it manageable for their age and skill level.
3. As another example, for cleaning after doing homework, make a visual chart with the following steps by printing and pasting pictures on a page: 1) writing tools go in a cup (or a drawer, or a small basket), with a picture example of writing utensils in a cup; 2) completed homework along with other school materials (worksheets, notebooks, textbooks, etc.) go in the backpack, with a picture example of books in a backpack; 3) scrap paper is discarded appropriately (recycling, trash, compost, etc.), with picture examples of a child throwing something in a recycling bin.
4. For instructions on how to make and customize charts to meet your child’s specific needs and skill level, see Create Chore Chart for Kids With ADHD or Autism That Work (getgoally.com) and Visual Schedule for Autism: How to Create Your Own (healthline.com)

• Consider what supplies you have on hand. When developing task analyses (or using the ones provided below) for cleaning different rooms, it can be useful to think through what child-friendly cleaning supplies and tools you have on hand, and where they are located. For example, a broom and dustbin, rags or wipes, soap and water, etc. Ask yourself if these items are accessible to your child, and if they know where to find them and how to use them. Ask yourself whether any of these items and supplies might present challenges for your child due to sensory or motor-control issues. Consider how you might help your child with sensory or motor-control issues navigate cleaning different rooms successfully.
  Life Skills Activities for Teaching Cleaning and Chores - Adapting for Autism | Work Tasks for your Special Education Classroom

• Provide a model prompt. Where appropriate, provide model prompts for your child specific to each cleaning endeavor. For example, employ a model prompt to show your child what to do at the beginning of the cleaning endeavor (e.g., model for your child how to put all the items in a room in a pile).

In order to help your child master the long-term goal of cleaning up, you can work with your child on the short-term goals of cleaning the bedroom, cleaning the living room, cleaning the kitchen, or cleaning the bathroom. For the short-term goal of cleaning the bedroom or the living room, you can choose a target such as putting toys away, putting books away, putting laundry away, collecting and throwing out trash, etc.

Cleaning a Room (General - Putting Items Away)

Step 1: Decide what items you would like your child to put away. For example, you can choose the target of putting toys away working on the short-term goal of cleaning the bedroom. The task analysis for putting toys away could be as follows:

1. Put all the toys in one pile. 
2. Put toys that belong in the toy box into the toy box.
3. Put toys that belong on shelves on the shelves.
4. Put remaining toys where they belong.                                                                                                                                                                    

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture or a verbal SD such as, "Ok, it's time to put away toys," or "Let’s put away toys!," etc. 

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire cleaning endeavor independently (e.g., 15 min, 30 min, 1 hour, etc.).

Step 4:  To begin the trial to monitor progress towards meeting the target (i.e., the target of putting toys away), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to gather all the toys in a pile, then put toys into the toy box, after that place toys onto the shelves, followed by putting the remaining toys where they belong).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at putting toys away during a session. 

Step 6: Track how your child makes progress to meet the target of putting toys away by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at putting toys away over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target. 

Some useful resources:

CleanRoom (infopls.com)

How to get your child with Autism to clean up his toys - YouTube

How to avoid a tantrum when asking kids to clean up toys - YouTube

Cleaning a Bedroom or Living Room

It may be useful to break down the short-term goals of cleaning the bedroom or living room into sections of the room or activities to complete (i.e., targets). Make a chart for each target that outlines the steps your child needs to take in order to clean up after themselves once they conclude a specific activity.

• For instructions on how to make and customize charts to meet your child’s specific needs and skill level, see Create Chore Chart for Kids With ADHD or Autism That Work (getgoally.com) and Visual Schedule for Autism: How to Create Your Own (healthline.com)

For example, for the short-term goal of “cleaning the living room,” specific targets might include vacuuming the carpet, sweeping the floor, cleaning the couch and/or chairs, wiping down the coffee table, putting away books, etc. Each of these targets might require its own task analysis.

Step 1: Decide what part of the living room you would like your child to clean. For example, you can choose the target of sweeping the floor while working on the short-term goal of cleaning the living room. The task analysis for sweeping the floor could be as follows:

1. Retrieve broom and dustbin.
2. Sweep the floor using the broom.   
3. Sweep dust and/or trash into a pile on the floor.
4. Sweep dust and/or trash pile into the dustbin.
5. Empty dustbin into trash container.
6. Return broom and dustbin to where they belong.                                                                                                                                              

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture or a verbal SD such as saying, "Ok, it's time to sweep the floor," or "Let’s sweep the floor!," etc. 

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire cleaning endeavor independently (e.g., 15 min, 30 min, 1 hour, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of sweeping the floor), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to get the broom and dustbin first, then sweep, get everything into a dust/trash pile and sweep it into the dustbin, followed by emptying the dustbin into the trash container, and putting the broom and dustbin back).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at sweeping the floor over a certain number of sessions. 

Step 6: Track how your child makes progress to meet the target of sweeping the floor by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at sweeping the floor over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target. 

Cleaning the Bathroom

It may be useful to break the short-term goal of “cleaning the bathroom” down into sections of the room or activities to complete (i.e., targets). Make a chart for each target that outlines the steps your child needs to take in order to complete that specific cleaning endeavor.

• For instructions on how to make and customize charts to meet your child’s specific needs and skill level, see Create Chore Chart for Kids With ADHD or Autism That Work (getgoally.com) and Visual Schedule for Autism: How to Create Your Own (healthline.com) 

For example, for the short-term goal of “cleaning the bathroom,” targets might include cleaning the sink, scrubbing the toilet, cleaning the bathtub and/or shower, taking out the trash, cleaning the floor, etc. Each of these targets might require its own task analysis.

Step 1: Decide what part of the bathroom you would like your child to clean. For example, you can choose the target of cleaning the sink while working on the short-term goal of cleaning the bathroom. The task analysis for cleaning the sink could be as follows:  

1. Put on a pair of rubber gloves.
2. Spray bathroom cleaner into the sink.
3. Use a cloth to clean around the sink and taps.
4. Turn on the water to rinse the cleaner from the sink with water.
5. Take off the rubber gloves and put them away.                                            

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture or a verbal SD such as, "Ok, it's time to clean the sink," or "It is sink cleaning time!," etc. 

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire cleaning endeavor independently (e.g., 15 min, 30 min, 1 hour, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of cleaning the sink), provide the SD from Step 2 and allow your child to attempt independently.  When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to put on a pair of rubber gloves, spray bathroom cleaner into the sink, then use a cloth to clean around the sink and the taps, rinse the cleaner from the sink with water, and finally take gloves off).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at cleaning the sink over a certain number of sessions. 

Step 6: Track how your child makes progress to meet the target of cleaning the sink by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at cleaning the sink over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Some useful resources:

Visual-Instructions-for-Cleaning-the-Bathroom.pdf (middletownautism.com)

Bathroom Cleaning Tutorial For Kids: Teach Your Kid To Clean The Bathroom! - YouTube

Cleaning the Bathroom - Daily Living Skills - YouTube

Cleaning the Kitchen

It may be useful to break the short-term goal of “cleaning the kitchen” down into sections of the room or activities to complete (i.e., targets). Make a chart for each target that outlines the steps your child needs to take in order to clean up that specific section of the kitchen. 

• For instructions on how to make and customize charts to meet your child’s specific needs and skill level, see Create Chore Chart for Kids With ADHD or Autism That Work (getgoally.com) and Visual Schedule for Autism: How to Create Your Own (healthline.com) 

For example, for the short-term goal of “cleaning the kitchen” you can choose targets such as washing dishes, loading or unloading the dishwasher, taking out the trash, recycling, or compost, cleaning the kitchen table or counter, cleaning the floor, etc. Each of these targets might require its own task analysis.

Step 1: Decide what part of the kitchen you would like your child to clean. For example, you can choose the target of cleaning the kitchen table or counter while working on the short-term goal of cleaning the kitchen. The task analysis for cleaning the kitchen table or counter could be as follows:

1. Pick up trash / food from the kitchen table or counter.
2. Put trash or recycling or compost in trash, recycling, or compost bins.
3. Put dirty dishes in the sink or dishwasher.
4. Retrieve sponge or rag from sink.
5. Wet sponge or rag with water and add soap.
6. Use the sponge to wipe the table or counter.
7. Rinse the sponge and add more soap.
8. Use the sponge to wipe chairs or stools.
9. Rinse the sponge or rag and return to the sink.                                                                                                                                                 

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture or a verbal SD such as, "Ok, it's time to clean the kitchen table or counter," or "It is kitchen table or counter cleaning time!," etc. 

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire cleaning endeavor independently (e.g., 15 min, 30 min, 1 hour, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of cleaning the kitchen table or counter), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to first pick up the trash/food from the table, dispose of it appropriately, then put dirty dishes in the sink or dishwasher, get the sponge, wet it and add soap, then use the sponge to wipe the table, followed by rinsing the sponge and adding more soap, then use the sponge to wipe the chairs, and finally, rinse the sponge and put it away).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at cleaning the kitchen table or counter over a certain number of sessions. 

Step 6: Track how your child makes progress to meet the target of cleaning the kitchen table or counter by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at cleaning the kitchen table or counter over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target. 

Some useful resources:

Cleaning, Wiping Counter And Table: Life Skills For Special Education - Autism - YouTube

WIPE IT CLEAN! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker) - YouTube