Life Skills Checklist for Early Intervention

Break the routine into small steps such as turning on water, wetting hands, using soap, rubbing, rinsing, and drying. This supports baseline data for adaptive or self-help IEP goals and helps providers choose evidence-based prompting strategies like least-to-most prompting or visual supports.

Target a developmentally appropriate skill such as pushing arms through sleeves, pulling pants up, or removing socks during arrival, toileting, or outdoor play. Use embedded interventions and adaptations like loose-fitting clothing, backward chaining, or hand-over-hand support only when necessary.

Work on using a spoon, drinking from an open cup, finger feeding, or requesting help during classroom snack or home meals. This aligns with functional IEP goals and can include accommodations such as adaptive utensils, seating supports, or extra time for children with motor or sensory needs.

Teach cleanup as part of the full mealtime routine, not as an isolated task. Visual sequence cards, songs, and consistent cueing support children with autism, developmental delay, or intellectual disability in completing self-care routines more independently.

For children ready for this target, focus on tolerating the toothbrush, imitating brushing motions, or completing one step with adult support. Related service teams such as occupational therapy may help identify sensory accommodations or motor adaptations for the routine.

Build requesting skills for help, drink, bathroom, wipe, or more using speech, gestures, signs, or AAC. This is especially important for children with speech-language delays and supports both functional communication IEP goals and daily living participation.

Review signs such as staying dry for short periods, indicating discomfort, following simple directions, or showing interest in the bathroom routine. This helps ensure toileting goals are appropriate and legally aligned with present levels and family priorities.

Use the same sequence, language, and schedule across school, clinic, and home when possible. A picture sequence for pants down, sit, wipe, flush, pants up, and wash hands supports children with autism spectrum disorder or developmental delays through predictable routine-based instruction.

Document whether the child uses words, signs, gestures, body language, or behavior to indicate a need. These observations help shape communication goals and accommodations, especially for children with limited expressive language.

Focus on one manageable step such as pulling down pants, lifting them up, or fastening simple closures. Use task analysis and repeated practice in natural routines, which are research-backed methods for increasing independence in functional tasks.

Some children need gradual support to tolerate flushing, sitting on the toilet, hand dryers, or bathroom smells. Sensory accommodations, social narratives, and desensitization plans can improve participation for children with sensory processing differences.

Use simple data collection to identify timing, triggers, and progress toward the IEP objective. Clear documentation supports team decision-making, family communication, and compliance when updating services or goals.

Target putting toys in bins, placing trash in the can, or returning materials to a shelf using songs, visuals, and modeling. These are age-appropriate daily living skills that also support executive functioning and transition goals.

Encourage families to practice tasks like putting clothes in a hamper, carrying a diaper to the trash, or placing napkins on the table. Home-based providers can coach caregivers to use natural environment teaching so the child practices within familiar routines.

Examples include get your cup and sit down, or pick up the book and bring it here. Functional directions embedded in routines are more meaningful than drill practice and support receptive language and adaptive behavior goals.

Work on holding an adult's hand, stopping at a doorway, staying with the group, or sitting in a stroller or cart when needed. This is especially relevant for children with autism, other health impairment, or emotional regulation needs, and may require individualized safety accommodations.

Target bringing a backpack, putting away a lunchbox, or locating a coat cubby with visual labels and consistent routines. These tasks build independence and can be adapted with photos, color coding, or reduced item loads.

Functional life skills in early intervention also include social participation during daily activities. Use peer play, cooperative cleanup, and helper roles to address social-emotional IEP goals and increase engagement in inclusive settings.

Have the child choose between two items, hand over a picture, or point to a preferred object during a simple buying game. This lays the foundation for later money management by teaching requesting, decision-making, and exchange within developmentally appropriate play.

Practice giving a token, play coin, card, or picture to receive a desired item. This is especially useful for children with developmental delays or autism and aligns with cause-and-effect learning and communication goals.

Count crackers, cups, blocks, or items placed in a bag rather than using abstract worksheets. Early numeracy tied to daily activities supports preschool IEP goals and prepares children for later consumer and money concepts.

Use real objects or photos of milk, fruit, diapers, wipes, or favorite snacks during play or home visits. Functional vocabulary and item recognition support communication, community readiness, and family-centered intervention.

During pretend check-out, snack line, or turn-taking games, help the child wait briefly after handing over an item or requesting. This supports self-regulation and routine participation using evidence-based practices such as visual timers and first-then language.

Make sure each checklist area connects to present levels, annual goals, and service delivery, such as increasing independence in handwashing or communicating toileting needs. This keeps intervention legally defensible and focused on meaningful educational benefit under IDEA.

List supports such as visual schedules, adaptive seating, reduced verbal language, sensory tools, or extra response time. Clear documentation ensures consistency across providers and helps teams distinguish accommodations from modifications in functional routines.

Ask caregivers which routines matter most, what the child is expected to do at home, and which tasks create stress. Family priorities should guide intervention planning, especially in early intervention and preschool services delivered in natural environments.

Track independence, prompt level, accuracy, or duration during real activities like snack, toileting, or cleanup. This type of progress monitoring is more useful for IEP reporting than vague narrative notes and supports data-based instructional decisions.

Occupational therapists, physical therapists, and speech-language pathologists can help adapt routines and identify supports for dressing, feeding, mobility, or AAC use. Collaboration improves access to daily living goals across settings and service models.

A child who washes hands in one setting may not do so elsewhere without intentional teaching. Use UDL-informed supports, shared visuals, and caregiver coaching so life skills carry over beyond direct therapy sessions.

If a child is improving, fade from physical prompts to gestures, visuals, or natural cues. Prompt fading is an evidence-based practice that protects independence and helps ensure IEP progress reflects the child's actual skill, not adult support.