When to use it
Use this task analysis to teach a learner to put on a pullover t-shirt independently. It fits naturally into the morning routine, changing after swimming or gym, and getting ready for bed with a pajama top.
There is more than one way to put on a t-shirt. This task analysis uses the head-first method: head through first, then arms. Some learners find the arms-first method easier: both arms into the sleeves, then the shirt goes over the head. Neither is correct for everyone. Match what the family already does at home, and change the step order to fit the method you choose.
Dressing skills are often taught with backward chaining. The adult helps with every step except the last one, the learner does the last step (such as pulling the shirt down), and the task is immediately finished. Then the learner learns the second-to-last step, and so on. Total-task and forward chaining can also work well. Write the method you use on the sheet.
How to fill it in
- Choose the method (head-first or arms-first) and adjust the steps to match.
- Start with an easy shirt. A loose shirt with a wide neck opening and short sleeves is easier than a tight or long-sleeved shirt. Make the shirt harder over time, as part of the generalization plan.
- Run a baseline probe and note the probe type.
- For each session, write the date at the top of a column and record the prompt level for each step. In backward chaining, mark steps the adult completed as NT.
- Total the column and calculate the percentage of steps done independently. In backward chaining, also track the current training step on its own.
Motor note: if the learner has difficulty with balance, reaching overhead, or grasping fabric, consult an occupational therapist about positioning, adaptive clothing, or motor skills that may need to be built first. Sitting while dressing is often easier than standing.
Common mistakes:
- Skipping the “find the tag” step. Orientation is a big source of errors, such as the shirt ending up backward or inside out.
- Physically guiding the learner more than needed on the last steps. In backward chaining, the learner should finish the task as independently as possible.
- Teaching only with one favorite shirt.
The sheet
Client:Instructor:Setting:
Method (head-first / arms-first):Chaining method:Prompt strategy:
Mastery criterion:
| Step # | Step | Date: | Date: | Date: | Date: | Date: | Date: | Date: | Date: |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Pick up the shirt | ||||||||
| 2 | Find the tag or label (marks the back of the shirt) | ||||||||
| 3 | Hold the shirt by the bottom edge with the back of the shirt facing you | ||||||||
| 4 | Gather the shirt up toward the neck opening | ||||||||
| 5 | Put the neck opening over your head | ||||||||
| 6 | Pull the shirt down until your head comes through | ||||||||
| 7 | Push one arm through its sleeve | ||||||||
| 8 | Push the other arm through its sleeve | ||||||||
| 9 | Pull the shirt down over your stomach | ||||||||
| 10 | Straighten the shirt and check that the tag is at the back | ||||||||
| Steps independent | |||||||||
| Steps taught / probed | |||||||||
| % independent | |||||||||
| Initials |
Prompt-level key (adjust to match the learner’s program):
| Code | Meaning |
|---|---|
| FP | Full physical: hand-over-hand guidance through the step |
| PP | Partial physical: light touch or brief guidance |
| M | Model: adult demonstrates the step |
| G | Gestural: pointing or motioning toward the next step |
| V | Verbal: spoken cue for the step |
| I | Independent: completed correctly with no prompt |
| - | Incorrect or no response |
| NT | Not taught or not probed this session (such as steps the adult completed in backward chaining) |
Summarizing the data
Percent independent = steps scored I divided by steps taught or probed, times 100.
Worked example, backward chaining: the learner is currently learning steps 9 and 10 after mastering step 10. The adult completes steps 1 through 8 with full physical guidance, which are marked NT because they are not being taught yet. The learner pulls the shirt down (step 9) with a partial physical prompt, and straightens it (step 10) independently.
- Steps taught: 2 (steps 9 and 10)
- Steps independent: 1
- Percent independent = 1 / 2 x 100 = 50%
- Training step (step 9): PP. It is not yet at criterion.
For a whole-chain view, some teams also report independent steps out of all 10 steps (1 / 10 = 10%). Choose one way to report and stay consistent so the graph can be read clearly.
Tips
- Sew or draw a mark inside the back of the shirt if the tag is hard to find or has been cut out.
- Offer a choice between two shirts. It builds in a choice and often makes the routine more acceptable.
- Plan generalization: different shirt sizes, fabrics, long sleeves, and eventually shirts with graphics on the front, which also help with orientation.
- Once the learner has mastered the t-shirt, the same skills carry over to pullover sweaters and pajama tops.