ACHIEVE Parent Training Curriculum
Category: Daily Living Skills
Using Task Analysis to Teach Skills
ABOUT THIS LESSON
Many skills needed for independent living can be broken down into smaller, easier-to-teach skills or steps using a teaching strategy called task analysis. The best way to create a task analysis for any skill is to perform the skill and write down each of the steps you used to complete the task. Task analysis is helpful for teaching many complex skills including:
✔ Cooking
✔ Vacuuming
✔ Getting dressed
✔ Feeding pets
✔ Laundry
✔ Brushing teeth
✔ Bathing
✔ Washing hands
✔ Doing dishes
✔ Taking out the garbage
The list includes nearly every skill needed to become an independent adult. Even if your child is very young, there are skills you can teach him using this teaching strategy.
The three types of chaining (forward, backward and total task) may sound confusing, but just keep in mind that you have several options for teaching your child to complete a task that involves multiple steps. You can start from the beginning, the end or teach all the steps at the same time. Find the strategy that feels comfortable to you and works for your child.
References
Cocchiola, M. A., Martino, G. M., Dwyer, L. J., & Demezzo, K. (2012). Toilet training children with autism and developmental delays: An effective program for school settings. Behavior Analysis in Practice, 5(2), 60-64.
Perez, B. C., Bacotti, J. K., Peters, K. P., & Vollmer, T. R. (2020). An extension of commonly used toilet‐training procedures to children with autism spectrum disorder. Journal of applied behavior analysis, 53(4), 2360-2375.
Toilet Training
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ABOUT THIS LESSON
Toilet training often provokes fear and anxiety for both parents and children alike. Parents wonder if they will ever be rid of diapers forever and children simply don't understand what they are supposed to do. Often, simple strategies are effective in guiding your child to use the toilet. Although the process is simple, it's often not easy. It does require a commitment to the process.
The process used in this lesson is effective for most young children. If you have diligently followed the procedure and your child still doesn't void on the toilet or has had limited success after several weeks, consult with a professional who can help you problem solve and identify the best course of action.
Toilet training can feel frustrating. Do your best to remain positive and supportive, even when your child has accidents.
References
Parker, D., & Kamps, D. (2011). Effects of task analysis and self-monitoring for children with autism in multiple social settings. Focus on Autism and Other Developmental Disabilities, 26(3), 131-142.
Stokes, J. V., Cameron, M. J., Dorsey, M. F., & Fleming, E. (2004). Task analysis, correspondence training, and general case instruction for teaching personal hygiene skills. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 19(2), 121-135.
Teaching Play and Leisure Skills
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ABOUT THIS LESSON
Play and leisure skills are important to experiencing a high quality of life but also serves as a gateway to learning and acquiring new skills. These skills reduce challenging behavior by providing a wealth of enjoyable, appropriate activities to fill time in the day. Social interactions also improve as play and leisure skills improve.
Remember when teaching play skills that there is no "wrong" way to play. Play is meant to be an enjoyable activity with no real objective. There are 6 stages of play observed in typical child development as shown in the chart below.
Age --> Skill Description
Birth to 3 Months --> Unoccupied Play: Babies play through movement of their body, learning how their body moves
3 Months to 2 Years --> Solitary Play: Child plays alone and isn't yet interested in playing with others.
2+ Years --> Parallel Play: Child plays alongside others but doesn't interact with them.
3-4 Years --> Associative Play: Child begins to interact with other children but the interaction is limited.
4+ Years --> Cooperative Play: Child plays with other children and is interested in both the other children and the activity.
Although play typically develops in this order, children will engage in all of these types of play at various times.
Teaching play skills should be fun for you and your child. If either of you are feeling frustrated, it might be time to step back and make some adjustments. Here are some things to keep in mind while teaching play skills:
✔ Be patient. Shaping skills takes time and change happens gradually.
✔ Expect setbacks. There will be times when your child is more cooperative than others. Always go at her pace. If you get stuck, change your activity to see if there's one that is more motivating for her.
✔ Understand the progression of skill development. Your child will learn to play alone, then with an adult, then finally with a peer or sibling.
✔ Be silly with your child, even if she doesn’t seem to “get it” when you do. Use items in creative ways. Put a plastic plate on your head and let it slide off; put each foot in 2 different shoe boxes and slide across the floor; use a blanket for a cape and zoom around the room. Try to find something that catches your child’s attention and keep exposing her to this type of play.
Find other parents who are also trying to teach their children to play. Creating a support group of parents with similar struggles can help you feel empowered and reduce a sense of isolation. Forming a play group with other parents may be another way to help expand your child’s ability to play.
Use the Play Interest Survey in the Resources tab to help you identify which activities to start with.
References
Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38(1), 74-90.
Quigley, J., Griffith, A. K., & Kates-McElrath, K. (2018). A comparison of modeling, prompting, and a multi-component intervention for teaching play skills to children with developmental disabilities. Behavior analysis in practice, 11(4), 315-326.
Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism, 7(4), 401-413.
Teaching Community and Life Skills
ABOUT THIS LESSON
Life skills—like getting dressed, following a routine, and navigating public spaces—are essential for your child’s independence. These skills often require explicit teaching and practice.
Your child may struggle with life skills because:
✔ The task feels too overwhelming.
✔ They need more support to get started.
✔ They aren’t motivated.
✔ Community settings add extra challenges.
By breaking tasks into steps, using reinforcement, and providing the right level of support, you can set your child up for success. With the right strategies, you can help your child build independence one step at a time.
References
Bennett, K. D., & Dukes, C. (2014). A systematic review of teaching daily living skills to adolescents and adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 1, 2-10.
Costa, J. R. R., & de Matos, D. C. (2025). Teaching Communication and Functional Life Skills in Children Diagnosed with Autism Spectrum Disorder. Behavioral Sciences, 15(2), 198.
Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). Evaluation of a classwide teaching program for developing preschool life skills. Journal of applied behavior analysis, 40(2), 277-300.
Neely, L. C., Ganz, J. B., Davis, J. L., Boles, M. B., Hong, E. R., Ninci, J., & Gilliland, W. D. (2016). Generalization and maintenance of functional living skills for individuals with autism spectrum disorder: A review and meta-analysis. Journal of Autism and Developmental Disorders, 3, 37-47.
Steege, M. W., Mace, F. C., Perry, L., & Longenecker, H. (2007). Applied behavior analysis: Beyond discrete trial teaching. Psychology in the Schools, 44(1), 91-99.
Sleep Problems
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ABOUT THIS LESSON
Sleep challenges are extremely common among autistic children. If your child has difficulty falling asleep, staying asleep, or staying in bed, you’re not alone.Children may struggle with sleep for a variety of reasons, including:
✔ Sensory sensitivities (such as noise, light, or texture of pajamas)
✔ Irregular routines or unpredictable schedules
✔ Anxiety or difficulty calming down
✔ Difficulty understanding sleep-related expectations
But here’s the good news: behavioral sleep strategies, when used consistently, can make a big difference. You don’t need to wait for perfect conditions to begin helping your child build healthier sleep habits—small steps can lead to meaningful change.
Start with a Medical Check-In
Before making changes at home, it’s a good idea to speak with your child’s pediatrician.
Sleep challenges can sometimes be linked to medical concerns like sleep apnea, reflux, or other health issues. Even if your child’s sleep problems are primarily behavioral, it’s helpful to rule out medical causes first.
Here are some questions you can ask your child’s doctor:
✔ Could a medical issue be contributing to my child’s sleep challenges?
✔ Would a referral to a sleep specialist be helpful?
✔ Are there safe options to consider if behavioral strategies aren’t enough?
Having this conversation with your pediatrician ensures that any changes you make are built on a strong, safe foundation.
References
Hanley, G. P., Iwata, B. A., & Thompson, R. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. Journal of Applied Behavior Analysis, 34(1), 17-38.
Mazurek, M. O., & Petroski, G. F. (2015). Sleep problems in children with autism spectrum disorder: examining the contributions of sensory over-responsivity and anxiety. Sleep medicine, 16(2), 270-279.
Schoen, S. A., Man, S., & Spiro, C. (2017). A sleep intervention for children with autism spectrum disorder: a pilot study. The Open Journal of Occupational Therapy, 5(2), 3.
Wiggs, L., & Stores, G. (2004). Sleep patterns and sleep disorders in children with autistic spectrum disorders: insights using parent report and actigraphy. Developmental medicine and child neurology, 46(6), 372-380.
Feeding Problems
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ABOUT THIS LESSON
Many children, especially those diagnosed with autism or developmental differences, struggle with eating a variety of foods. They may eat only specific textures, brands, or colors—or reject entire food groups. While this is common, it can be incredibly frustrating and concerning for parents.
Feeding challenges can arise from a range of factors, including sensory sensitivities, medical conditions, anxiety, or a history of negative experiences with food. That’s why it’s essential to approach feeding with patience, curiosity, and care. When feeding becomes a daily battle, it can impact not only your child’s nutrition but also your family’s well-being.
Before You Begin
Always check with your child’s pediatrician before starting any feeding intervention. If your child isn’t maintaining a healthy weight, or if you're concerned about nutritional needs, you may need to work with a BCBA® trained in feeding interventions or a feeding specialist. Some strategies in this lesson are designed for children who are eating enough to sustain growth and health.
With that support in place, you can begin using gentle, research-based strategies to build a more positive mealtime experience.
References
Bloomfield, B. S., Fischer, A. J., Dove, M., Clark, R. R., & Fife, M. (2021). Parent teleconsultation to increase bites consumed: A demonstration across foods for a child with ARFID and ASD. Behavior Analysis in Practice, 14(3), 913–926. https://doi.org/10.1007/s40617-021-00581-2
Chilman, L. B., Meredith, P. J., Kennedy‐Behr, A., Campbell, G., Frakking, T., Swanepoel, L., & Verdonck, M. (2023). Picky eating in children: Current clinical trends, practices, and observations within the Australian health‐care context. Australian Occupational Therapy Journal, 70(4), 471–486. https://doi.org/10.1111/1440-1630.12817
Haney, S. D., Greer, B. D., Mitteer, D. R., & Randall, K. R. (2022). Relapse during the treatment of pediatric feeding disorders. Journal of Applied Behavior Analysis, 55(3), 704–726. https://doi.org/10.1002/jaba.930
Penrod, B., Silbaugh, B. C., Page, S. V., & Moseman, M. (2021). Interventions to support feeding in people with intellectual and developmental disabilities. In B. Penrod, & W. Heward (Eds.), Adaptive behavior strategies for individuals with intellectual and developmental disabilities: Evidence-based practices across the life span (pp. 21–45). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-73518-7_3
Ripple, H. E., Smith, H. M., & Bates-Brantley, K. (2023). Strategies to promote positive mealtime behavior in early childhood. Perspectives on Early Childhood Psychology and Education, 7(1), 4–17.
Taylor, T. (2022). Redistribution for regular texture bites for clinical pediatric feeding cases in-home. Infants & Young Children, 35(4), 303–319. https://doi.org/10.1097/IYC.0000000000000210
Williams, K., & Seiverling, L. (2023). Behavior analytic feeding interventions: Current state of the literature. Behavior Modification, 47(4), 983–1011. https://doi.org/10.1177/01454455221134386
Transition Planning
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ABOUT THIS LESSON
Every child goes through transitions—starting school, moving classrooms, entering adulthood. But for autistic children, these shifts can feel overwhelming.
Changes in routine, environment, or expectations may bring uncertainty and anxiety. As a parent, you play a key role in helping your child navigate these transitions smoothly.
ABA strategies can help. Whether your child is starting preschool or preparing for adulthood, you can use simple, evidence-based tools to make each step feel more predictable and manageable. With the right support, transitions can become opportunities for growth and independence—not setbacks.
Helping Your Child Prepare
✔ Big changes don’t have to be scary. In this lesson, you’ll learn how to:
✔ Use shaping to build independence gradually
✔ Teach communication skills that support self-flexibility and problem-solving in everyday life
✔ Prepare for major life changes like starting school or learning job skills
You don’t need to plan everything all at once—but taking small, steady steps now can make a big difference later. Your BCBA® can help you individualize the plan to fit your child’s needs and strengths.
References
Henninger, N. A., & Taylor, J. L. (2014). Family perspectives on a successful transition to adulthood for individuals with disabilities. Mental Retardation, 52(2), 98-111.
Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J. H., Adams, M., Rodgers, A., ... & Yu, Y. (2020). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Autism, 24(5), 1164-1176.
Szidon, K., Ruppar, A., & Smith, L. (2015). Five steps for developing effective transition plans for high school students with autism spectrum disorder. Teaching Exceptional Children, 47(3), 147-152.
Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249.