Abstract
The study addresses difficulties in acquiring self‑care skills among preschool children with autism spectrum disorder (ASD), which constrain functional independence and inclusion. The aim was to conduct a baseline assessment of dressing skills and identify deficit components relevant for a subsequent intervention phase. Four children aged 5–6 years with ASD (ICD‑10 F84.0) participated. Within an applied behavior analysis (ABA) framework, Section P of the ABLLS‑R and behavioral chain analysis (task analysis) were used. Each chain component was scored on a 0–2 scale (0 –not performed, 1 –performed with prompting, 2 –independently within 20 seconds). None of the participants demonstrated full mastery; the mean independent performance rate was 34.5%. The most prominent difficulties involved clothing spatial orientation (top/bottom, front/back) and multi‑step sequencing requiring bilateral coordination. The findings support structured behavioral teaching procedures, particularly backward chaining, and highlight the practical value of baseline diagnostics for individualized goal setting.