Area: Custodial Skills – Washing Hands Common Core Curriculum Standards: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate (College and Career Readiness). Demonstrating appropriate hygiene (i.e.: having clean hands) is a prerequisite skill to communicating appropriately and effectively. For example, a common cultural greeting in a work setting is to shake hands; the ability to communicate appropriately and effectively will be aversely impacted by having soiled hands at work. Objective: Students will learn how to wash their hands. Materials: Soap, sink, towel Teaching Procedures: When presented with written or verbal instruction, “wash hands” the student will walk over to the sink, turn on the water, pump some soap in their hands and rub together to form lather. They will then rinse their hands, turn off the water and dry their hands with a paper towel/hand towel. The student will then dispense the paper towel into the garbage. The steps to washing your hands will be written out step by step and hung by the sink. The students will be given the instruction to wash their hands before and after their work assignment. When the student completes the task correctly, provide verbal praise. Teaching Steps: Backward chaining will be used to teach all tasks. Student will be taught the last step first. Once they have mastered the last step, the next step will be taught. Continue to introduce one teaching step at a time from end to beginning until the student independently completes all tasks. Turn on water, preferably to a warm, comfortable temperature. Use approximately a dime sized squirt of liquid hand soap Lather and rub hands together for at least 20 seconds (Sing the "Happy Birthday" song twice). Be sure to wash well between fingers and under nails Rinse all soap off hands. Using two paper towels, dry hands completely. Turn off faucet with paper towels Discard towels in garbage can. Error Corrections: If the students does not respond or responds incorrectly, provide a model of the correct response or and verbal correction. Then follow the prompt hierarchy as listed. Prompting Options: Cue 1 verbal prompt Up to 3 gestural prompts Model action
Teaching Procedures: Establish a consistent time during the day when student will be required to clean tables, desks, and windows. This time most likely will be at the end of the day. At the decided upon time each day, say to student, “it is ___ o’clock, it is time to clean,” and have student clean. Have student acknowledge time and repeat statement. A written prompt can be used also. If student is have student point to clock. If student is unable to tell time either from an analog clock or digital, have student wear a wrist-watch with an alarm set for established time. Reinforce for correct responding. Teaching Steps: Teach student to repeat statement, “it is ___ o’clock, it is time to clean,” or recognize time by pointing to clock. Have student identify time independently. *Introduce targets independently. Do not move on to next target until student has mastered previous target. Error Correction: If the student responds incorrectly or does not respond to prompt, immediately provide a verbal prompt for student to say target response or provide a physical prompt to have student point to target. When the student complies, reinforce and fade prompt. Repeat the step so task is completed independently. Prompting Options: Prompts vary due to due ability of student. Always provide least restrictive prompts. Verbal prompt Written prompt Physical prompt Generalization Suggestions: Have the student identify time on various clocks Have student practice in various locations (classroom, cafeteria, etc.) Have the student practice with varying adults and peers. Mastery Criterion: 80% accuracy across two (2) consecutive occurrences, across two (2) instructors