Because of their deficit in fine motor skills, children with autism spectrum disorder (ASD) have difficulty learning dressing skills in a natural environment. Generally, their parents also have difficulty helping them acquire independent skills for ADL (Activities of Daily Living) because they do not know how to teach their children dressing skills. Certainly, this situation might increase parenting stress. In this study, we examined whether four children with ASD could acquire, maintain, and generalize spontaneous dressing skills through the total task presentation procedure for establishing the behavioral chain of dressing skills. The children's average CA (Chronological Age) was 42.8 months. We used the multiple baseline design across participants. In baseline, we observed each child's spontaneous dressing skills. For intervention, we used total task presentation. The therapist used verbal and physical prompts and gradually faded the prompts. During the intervention, the mothers observed how the therapist presented and faded prompts. After that, mothers performed the therapist's role in the maintenance and generalization test, where we observed the child's spontaneous dressing skills generalized with the mother. We calculated percentages of correct responses the child could achieve spontaneously, without prompts. The results showed that three of four children acquired and generalized spontaneous dressing skills in only three days. The total task presentation procedure was effective for helping children with ASD acquire spontaneous dressing skills. This results suggests that the mothers learned how to use behavior procedures such as prompt fading by collaborating with the therapist.

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