Getting Dressed/Undressed

Children with ASD often find the long-term goal of getting dressed unpleasant, sometimes owing to sensory issues, where the process can be over stimulating and anxiety inducing. This may result in unfavorable behavior, such as tantrums. In order to help your child master the long-term goal of getting dressed, you can work with your child on the short-term goals of putting shoes on, putting on pants, putting on and/or taking off shirts, putting on and/or taking off undergarments, and putting on a backpack. By helping your child master the long-term goal of getting dressed, both with your assistance and independently, you can increase their independence and improve their self-care habits. 

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

• Find the correct type of clothing for your child. Some children with ASD display sensory issues stemming from clothing seams, tags, or other items (i.e., zippers, buttons, etc.). Consider seamless and tagless clothing for your child, or another preferred clothing type for your child. Some children with ASD prefer loose clothes, while others prefer tight clothing. Figure out which one your child prefers. Some children with ASD strongly prefer one or more types of materials, such as cotton, polyester, wool, etc., and strongly dislike others. Figure out which type of material works best for your child. Once you’ve sorted out which clothes your child can tolerate, you can begin teaching them how to get dressed/undressed.
• Make a plan for dressing ahead of time. Plan with your child ahead of time when they will be getting dressed and what clothes they will be wearing. For example, if they need to get dressed in the morning, work together the night before to choose the clothes for the following day. Some children enjoy laying their clothes on the floor in the correct configuration (they will look like a child!).  This is a visual aid that helps some children with dressing. Another strategy is to lay the clothes in a single pile in reverse order of putting on while dressing, with the item that goes on last at the bottom of the pile, and the item that goes on first at the top of the pile. As your child successfully puts together outfits, provide positive reinforcement. 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. 
• Break down the dressing process into smaller steps (e.g., task analysis). Smaller steps can sometimes help children with ASD manage a complex process like dressing more easily. For example, you might break down the dressing process as follows: 1) pick up the shirt; 2) find the neckhole and pull the shirt over your head; 3) if relevant, check to make sure the front of the shirt is under your chin; 4) stick one arm through a sleeve; 5) stick the other arm through; and 6) pull the body of the shirt down. Use positive reinforcement to encourage your child to learn to put on a specific clothing item (shirt, pants, socks, underwear, etc.): offer a piece of candy, a small toy, etc. Once they can manage a specific clothing item, add another one, until they learn to get dressed by themselves. Reward successful independent dressing. 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. Phase out the positive reinforcement when the skill has been sufficiently acquired.
• Play music while dressing. Play your child’s favorite music, or sing a silly song about getting dressed and sing it while they’re getting dressed.
  
  This Is The Way We Get Dressed | Kids Songs | Super Simple Songs - YouTube

• Develop a sequential list of each individual step. It can be useful to develop a sequential list of each individual step required to complete the task (i.e., a task analysis) for dressing. First, select one item of clothing for your child to practice getting dressed. You should select the item of clothing prior to the lesson and have it ready so your child is not distracted by wanting to select their own item of clothing. Initially, plan to practice with only one item of clothing per lesson so your child is not overwhelmed. See more below. 

Other Resources

60 clothing flashcards for kids! 60 items of clothing to learn with your kids! (flashcardsforkindergarten.com)
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Task List: Putting on Pants
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Sample page from Dressing Skills Visual Schedules | Occupational therapy kids, Occupational therapy activities, Autism activities (pinterest.com.au)
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How to Put On Socks - Bing video
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Getting Dressed: How to Put on Pants - The Kids' Picture Show (Fun & Educational Learning Video) - Bing video

In order to help your child master the long-term goal of getting dressed, you can work with your child on the short-term goals of putting on a t-shirt (e.g., putting on a t-shirt while standing), putting on socks (e.g., putting on socks while sitting), or putting on pants (e.g.,putting on pants with a drawstring), taking off pants (e.g., taking off pants while standing), putting on underwear (e.g., putting on underwear while sitting), taking off underwear (e.g., taking off underwear while sitting), putting on shoes (e.g., putting on shoes with velcro closures), putting on a backpack (e.g., safely putting on a backpack that is heavy). For the short-term goal of putting on a t-shirt, you can choose a target such as putting on a t-shirt while standing, putting on a t-shirt that has a collar and buttons, or putting on a long-sleeve t-shirt.

Putting on a T-shirt While Standing

Step 1: Decide how you want your child to learn to put on a t-shirt. For example, you could choose the target of putting on a t-shirt while standing, while working on the short-term goal of putting on a t-shirt.  The task analysis for the target of putting on a t-shirt while standing might be: 

1. Open dresser drawer.
2. Select a t-shirt. Consider offering/helping choose a shirt that has a clearly defined front and back, either by placement of a tag (printed tag or other type of tag) or by placement of an image. 
3. While standing, pick up the shirt.
4. Identify the back of the shirt and make sure it is facing your belly.
5. Find the neckhole and pull the shirt over your head.
6. Stick one arm through a sleeve.
7. Stick the other arm through the other sleeve.
8. Pull the body of the shirt down.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a  visual SD, such as an image or flashcard showing a t-shirt or a verbal SD (“Time to put on a t-shirt!”).

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 task during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of putting on a t-shirt while standing), 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 select a shirt, identify the front and back, and put the shirt on with head first followed by arms).

• See the Example of task demonstration for putting on a t-shirt below. 

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 on a t-shirt while standing during a session.

Step 6: Track how your child makes progress to meet the target of putting on a t-shirt while standing 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 on a t-shirt while standing 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.

Example of task demonstration for putting on a t-shirt. The following steps can be modified to meet your family and child’s needs and/or habits:

• Select a shirt.
• Say, “This is how to put on a t-shirt.”
• Show your child the front of the shirt and the back of the shirt. Indicate which side is the front based on the placement of a tag, an image, or another clear indicator about which side is the front of the shirt. Say, “This is the front of the shirt.”
• Say, “Lay the shirt on the [bed, table, etc.] with the front down,” as you lay the shirt down with the front of the shirt down, preferably on a bed or another surface that is at a height that your child can easily maneuver and the shirt can be laid down flat. If the front has a very clear indicator, such as an image (example: a tree), you can even say “Lay the shirt down on the bed with the front down- that is the side with the tree.”
• Say, “Pick up the shirt by the bottom like this,” as you lift the shirt from the two bottom corners and extend your arms to hold the shirt parallel to your torso.
• Show your child the top of the shirt (where their head will go) by saying “The hole in the bottom of the shirt is where your head goes.”  Pull the shirt over your head. 
• Show your child the arms of the shirt and say, “This is where your arms go,” as you pull your arms one at a time through the shirt.
• Grab the bottom of the shirt as you say, “Pull the shirt down over your belly.”

For the short-term goal of taking off a t-shirt, you can choose a target such as taking off a t-shirt with a button collar, or taking off a t-shirt while standing, or taking off a t-shirt with long sleeves.

Taking off a T-shirt with a Button Collar

Step 1: Decide what type of t-shirt you want your child to learn to take off. For example, you could choose the target of taking off a t-shirt with a button collar, while working on the short-term goal of taking off a t-shirt. The task analysis for the target of taking off a t-shirt with a collar and buttons might be:

1. Grasp the button with fingers from two hands and unbutton one button at the collar.
2. Repeat with any other buttons until all buttons are undone.
3. Use one arm and grasp the sleeve of the opposite arm of the shirt.
4. Pull your arm out of the hole.
5. Repeat with your other arm.
6. Grasp the bottom of the shirt and pull up and over top of head.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that  the task will start. This SD can be a  visual SD, such as an image or flashcard showing a t-shirt or a verbal SD (“Time to take off a t-shirt!”).

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 task during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of taking off a t-shirt with button collar), 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 unbutton the collar, remove arms, and remove head).

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 taking off a t-shirt with a button collar during a session. 

Step 6: Track how your child makes progress to meet the target of taking off a t-shirt with a button collar 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 taking off a t-shirt with a button collar 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.

For the short-term goal of putting on a pair of socks, you can choose a target such as putting on a pair of socks while sitting or putting on a pair of socks that come up to the knees.

Putting on a Pair of Socks While Sitting

Step 1: Decide how you want your child to learn to put on socks. For example, you could choose the target of putting on a pair of socks while sitting while working on the short-term goal of putting on a pair of socks. You may want to select a pair of comfortable, well-fitted, seamless socks for the trial.  The task analysis for putting on a pair of socks while sitting might be:

1. Pick a pair of socks from the drawer. 
2. Sit on a chair or on the floor or wherever else is comfortable and bend your knee.
3. Pick up one sock with two hands.
4. Face the heel of the sock at the back of the foot.
5. Open the hole in the sock.
6. Put your toes into the sock and push all the way to the bottom.
7. Pull the sock up.
8. Repeat with the other sock.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will  cue your child that the task will start. The SD can be a  visual SD, such as an image or flashcard of a pair of socks or a verbal SD (“Time to put on socks while we sit on the floor!”). 

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 task analysis independently during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.). 

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of putting on socks while sitting), 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 select socks and sit on the floor, followed by picking up and positioning the sock correctly, followed by putting on and fully pulling up the sock). 

• See the Example of task demonstration for putting on a pair of socks below. 

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at the target of putting on socks while sitting during a session. 

Step 6: Track how your child makes progress to meet the target of putting on socks while sitting 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 on socks while sitting 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.

Example of task demonstration for putting on a pair of socks. The following steps can be modified to meet your family and child’s needs and/or habits:

• Say, “This is how we sit to put on socks,” as you signal to your child to sit on a stool or a step. Have your child sit with their feet on the floor and their knees bent. 
• Say, “First, put your ankle on the opposite knee,” as you demonstrate propping your ankle over the opposite knee. If your child needs help with this step, gently guide him but do not continue if they are physically uncomfortable. Instead, continue with the following steps with your child’s leg in a comfortable position.
• Say, “Lay the socks on the [bed, table, etc.] so that the soles of the socks are easily distinguishable, preferably on a bed or another surface that is at a height that your child can easily maneuver and the socks can be laid down flat.
• Say, “Pick up one sock,” as you demonstrate picking up a sock. 
• Point to the opening at the top of the sock and say, “This is where you put your foot into the sock,” and open the sock to show them the hole. Show them the heel of the sock, and tell them that it goes on the bottom of their foot while pointing to their heel.
• Say, “Scrunch the sock up,” as you bunch the top of the sock close to the toes. Follow this up by sliding your foot into the hole and saying, “Now you put your toes into the hole first.”
• Say, “Slide your foot into the hole until your toes reach the very bottom of the sock,” while you demonstrate. If the heel of the sock is not correctly placed on the foot, demonstrate how to pull the fabric from around the ankle to correctly position the heel.
• Say, “Pull until the hole is around your ankle,” while pulling the socks up.

For the short-term goal of putting on pants, you can choose a target such as putting on pants with a drawstring waist, putting on pants with a zipper and button, or putting on pants that are meant to be tight/fitted (e.g., pajamas, leggings, etc.).

Putting on Pants with a Drawstring Waist

Step 1: Decide what types of pants you want your child to learn to put on. For example, you can choose the target of putting on pants with a drawstring waist  while working on the short-term goal of putting on pants. The task analysis for putting on pants with a drawstring waist might be:

1. Open the drawer where pants are kept.
2. Select a pair of pants that has a drawstring at the waist from the drawer.  
3. Sit in a chair or on the floor or wherever else is comfortable.
4. Face the front of the pants forward with the drawstrings facing the front.
5. Open the waist of the pants.
6. Put one leg into pants and pull foot through the bottom.
7. Repeat with other leg
8. Pull pants up to waist.
9. Tighten the drawstring until the waist is comfortable and snug and tie it into a bow.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. The SD may be visual, such as an image or flashcard showing a pair of pants or a verbal SD (“Time to put on pants!”).

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 task analysis independently during  a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of putting on pants with a drawstring waist), 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 selecting a pair of pants with a drawstring waist, sitting down and positioning the pants, opening the waist of the pants and putting in legs, and lastly, pulling up pants and tying drawstring).

• See the Example of task demonstration for putting on pants below. 

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at putting on pants with a drawstring waist during a session.

Step 6: Track how your child makes progress to meet the target of putting on pants with a drawstring waist 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 on pants with a drawstring waist 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.

Example of task demonstration for putting on pants. The following steps can be modified to meet your family and child’s needs and/or habits:

• Say, “This is how we sit to put on pants,” as you pick up the pants from the top and point to the tag or another indicator that shows which side is the front and which side is the back. Say “this is the front.” 
• Say, “Lay the pants on the floor with the front facing up and the legs facing away from you,” as you demonstrate laying the pants down. 
• Point to the opening at the waist and say, “This is where you put your feet into the pants,” and open the waist to show them the hole. Show them the bottom of the pants, and tell them that their foot will then go through the bottom. 
• Next, say, “Sit down and slide your leg into the hole that is on the same side as the leg, pushing down until your toes reach the very end and come out of the bottom hole,” while you demonstrate. Repeat with the right leg. 
• Finally, say, “Pull your pants up around your waist,” while pulling the pants up.

For the short-term goal of taking off pants, you can choose a target such as taking off pants while sitting, taking off pants while standing, or taking off pants with a zipper and button.

Taking Off Pants While Standing

Step 1: Decide how you want your child to learn to take off a pair of pants. For example, you can choose the target of taking off pants while standing while working on the short-term goal of taking off pants. The task analysis for taking off pants while standing could be as follows:

1. While standing, grab the waistband of the pants.
2. Pull the waistband down to ankles to lower pants.
3. Lift one leg and pull it out of the hole.
4. Life your other leg and pull it out of the other hole.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. The SD may be visual, such as an image or flashcard showing a pair of pants or a verbal SD (“Time to take off pants for bathtime!”).

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 task analysis independently during  a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of taking off pants while standing), 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 pulling pants down to ankles, removing legs one at a time).

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at taking off pants while standing during a session.

Step 6: Track how your child makes progress to meet the target of taking off pants while standing 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 taking off pants while standing 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.

For the short-term goal of putting on underwear, you can choose a target such as putting on underwear while sitting, putting on long underwear, or putting on a bra.

Putting on Underwear While Sitting

Step 1: Decide how you want your child to learn to put on underwear. For example, you can choose the target of putting on underwear while sitting while working on the short-term goal of putting on underwear. The task analysis for putting on underwear while sitting might be:

1. Open the drawer and select a pair of underwear.
2. Sit in a chair or on your bed or on the floor or wherever else is comfortable.
3. Face the front of the underwear forward and the back of the underwear towards your belly.
4. Open the waist of the underwear.
5. Put one of your legs into the underwear hole and pull your foot through.
6. Put your other leg into the other underwear hole and pull your foot through.
7. While lifting your bottom, pull the underwear up to your waist.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. The SD may be visual, such as an image or flashcard showing a pair of underwear or a verbal SD (“Time to get dressed for school and put your underwear on!”).

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 task analysis independently during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of putting on underwear while sitting), 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 select a pair of underwear and sit, pull legs through each hole one at a time, pull underwear up to waist).

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at putting on underwear while sitting during a session.

Step 6: Track how your child makes progress to meet the target of putting on underwear while sitting 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 on underwear while sitting 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.

For the short-term goal of taking off underwear, you can choose a target such as taking off underwear while standing, taking off underwear while sitting, or taking off a bra.

Taking off Underwear While Standing

Step 1: Decide how you want your child to learn to take off underwear. For example, you can choose the target of taking off underwear while standing while working on the short-term goal of taking off underwear. The task analysis for taking off underwear while standing might be:

1. While standing, hold the waistband of the underwear.
2. Pull down to your ankles. 
3. Pull one of your legs up and out of the leg hole.
4. Repeat with your other leg.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. The SD may be visual, such as an image or flashcard showing a pair of underwear or a verbal SD (“Time to get undressed for bath time and remove your underwear!”).

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 task analysis independently during  a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of taking off underwear while standing), 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., put a pair of underwear over your pants, preferably having a color contrast between pants and underwear, pull the underwear down to your ankles by pulling down the waistband, then take your feet out one by one).

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at taking off underwear while standing during a session.

Step 6: Track how your child makes progress to meet the target of taking off underwear while standing 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  taking off underwear while standing 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.

For the short-term goal of putting on shoes, you can choose a target such as putting on shoes with a velcro closure, putting on shoes while sitting, putting on shoes that tie, or putting on boots with a zipper.

Putting on Shoes While Sitting

Step 1: Decide how you want your child to learn to put on shoes. For example, you can choose the target of putting on shoes while sitting while working on the short-term goal of putting on shoes. The task analysis for putting on shoes while sitting might be:

1. Select a pair of matching shoes and identify the right shoe vs. the left shoe.
2. Sit in a chair or on the floor or wherever else is comfortable and put your right and left shoes in front of your corresponding legs (i.e., the left shoe in front of the left leg and the right shoe in front of the right leg).
3. Bend one of your knees so that your corresponding foot is within reach (i.e., bend your left knee so your left foot is in reach of the left shoe).
4. Use two hands to grasp the sides of the top hole of the shoe.
5. Slide your toes into the shoe and push your toes to the bottom of the shoe.
6. Repeat with your other leg.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. The SD may be visual, such as an image or flashcard showing a pair of shoes or a verbal SD (“Time to put your shoes on!”).

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 task analysis independently during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin a trial for monitoring progress towards meeting the target (i.e., the target of putting on shoes while sitting), 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 select a pair of shoes and sit, put feet in shoes and push toes to the bottom of the shoe).

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 of the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at putting on shoes while sitting during a session.

Step 6: Track how your child makes progress to meet the target of putting on shoes while sitting 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 on shoes while sitting 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.

For the short-term goal of putting on a backpack, you can choose a target such as putting on a heavy backpack safely, putting on a backpack with front cross-chest buckles, putting on a backpack and adjusting the straps, or putting on a backup over a jacket.

Putting on a Heavy Backpack Safely

Step 1: Decide what type of backpack you want your child to learn to put on. For example, you can choose the target of putting on a heavy backpack safely while working on the short-term goal of putting on a backpack. The task analysis for putting on a heavy backpack safely might be:

1. Bend knees to bend down and pick up backpack with both arms.
2. Set backpack on a kitchen table or another flat surface that is approximately waist high with bottom of the backpack flat on the surface.
3. Turn the backpack so that the straps are facing towards the front of your body.
4. Turn around, so that your back is now facing the backpack.
5. Move close enough to the backpack so that you can put your arms through the strap.
6. Grasp one strap with the opposite arm, holding it out while you slide the other arm in.
7. Use your arm that does not have the strap on it to adjust the strap and make sure it is fully on your shoulder.
8. Repeat steps 6 and 7 with the other arm.
9. If the backpack or straps need to be adjusted, bend down slightly with your knees, use both hands to grasp the straps, and pull slightly to set the straps over your collarbone and the backpack on the middle/high of your back.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a backpack, or a verbal SD (“Time to put on your backpack safely!” or “Let’s get your backpack on. It’s heavy with books so we have to be safe!”).

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 is able to complete the entire task analysis independently during a set amount of time (e.g., 3 min, 5 min, 10 min, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of putting on a heavy backpack safely), 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 behavior 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 bend with your knees and put the backpack on the table, position the backpack, put on the straps, then adjust the backpack).

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 on a heavy backpack safely during a session.

Step 6: Track how your child makes progress to meet the target of putting on a heavy backpack safely 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 on a heavy backpack safely 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.