Lesson 5.2: Self-Help/Self-Care Functional Skills

Read Transcript

Slide 1
Let’s look at how we can use the prompting hierarchy to address the self-help/self-care skill Communicating when the individual needs to use the toilet.

Toilet training isn’t easy and consists of many frustrations and setbacks along the way. Not only do you have the teach the individual the skills involved in toileting, you will have to teach some how to communicate when he or she needs to use the toilet. This could be considered one of the most difficult steps, especially if the individual you are working with has limited verbal speech. In that case, you will need to find another form of communication to help the individual get his or her needs across. Consider providing the individual with a visual cue card of a toilet to help them communicate the need to go to the bathroom. This simple visual is so effective, but like everything else, has to be taught and built into their daily routine.

Prompting is a strategy that could help increase the likelihood of the individual completing the task with minimal support. This example shows how you could teach this skill using least to most prompting. The expectation for this skill is you want the individual to initiate the need to use the toilet by either telling you or expressing it in another way, such as the visual cue card.

Let’s walk through the steps of teaching the individual this skill using the least to most prompting hierarchy. If at any point the individual is able to do the task with minimal support, stop there! You don’t need to move through the entire hierarchy just to see how the individual responds to each prompt. You always want to start with the least intrusive prompt, which is the natural cue.

The natural cue for this skill would be feeling that their bladder or bowel needs to be emptied.
The gestural prompt would be pointing to the bathroom or the visual cue card of the toilet.
The verbal prompt would be the adult saying “Time for bathroom.”
The visual prompt would be the visual cue card of the toilet.
The modeling prompt would be having the adult or a peer perform the skill of initiating the need to go to the bathroom using the visual cue card.
The physical prompt would be physically escorting the individual to the area where the visual is located and provide a hand over hand prompt to give the cue card to the teacher.

Slide 2
Let’s look at how we can use video modeling to address the self-help/self-care skill Washes hands.

Learning how to wash hands is a functional skill that everyone needs to know to keep ourselves and others healthy. To teach this skill, many educators create a task analysis of the steps involved with washing your hands. Some individuals may need additional support, such as a model on how the task is supposed to be completed. A video model is a great strategy to teach the individual a new skill in a fun and engaging way. This type of video is called Point-of-view video modeling. It is recorded as if it were viewed through the eyes of the individual. I like how the individual in this video also reads through the steps, or task analysis, which is posted at her level near the sink.