Estimated reading time: 15 minutes
Following directions activities are short games, lessons and classroom routines that give students practice hearing a direction, holding it in mind and carrying it out, from one-step directions in preschool to multi-step and conditional directions in middle school. Following a spoken direction draws on attention, receptive language and working memory, and ASHA lists difficulty following directions among the listening comprehension signs of a spoken language disorder. This guide covers what following directions involves, a quick check before teaching, how to give directions students can follow, activities by grade band, adaptations for AAC users and English learners, prompting, data and IEP goals. The activities, data sheet and goals are original examples to adapt; the IEP team and the speech-language pathologist (SLP) individualize them.
Table of contents
Executive Summary
In 2024-25, 68% of students ages 5 (in kindergarten) through 21 served under IDEA spent 80% or more of the school day inside a regular class (OSEP). Most students with IEPs therefore hear their directions in general education rooms, often given to the whole group at once.
Memory matters too. Among 42 children ages 7 to 11, verbal working memory was closely linked with performance on three following-instructions tasks, a correlation rather than proof of cause (Jaroslawska et al., 2016), and in a study of 146 children ages 7 to 12, imagining the actions helped them recall spoken instructions better than repeating the words (Yang et al., 2021). Short steps, visuals and acting it out are practical answers.
Key Takeaways
- Check first: hearing, language level and the language of instruction come before calling a missed direction a behavior.
- Say less, show more: one step at a time, with a visual and a gesture, then check for understanding.
- Practice in games and real routines, adding steps, concepts and conditions gradually.
- Act it out: imagining or doing the actions helped school-age children remember spoken instructions.
- Fade prompts on a plan, so the student follows the direction, not the adult.
- Measure where directions happen: start time, steps completed and prompt level.
What Following Directions Involves
Following a direction means noticing it, understanding the words, holding the steps in mind and doing them in order, often while the rest of the class moves.
| Component | What it involves | What a breakdown can look like |
|---|---|---|
| Attention and hearing | Noticing that the direction is for you and hearing it clearly | Starts late, watches peers, asks “what?” |
| Receptive language | Understanding words, concepts (before, under, except) and sentence structure | Does a step, but the wrong one |
| Working memory | Holding the steps until they are done | Does the first step, then stops |
| Planning and sequencing | Starting, ordering the steps and checking the result | Does all steps, out of order |
ASHA’s Practice Portal on spoken language disorders notes that children with developmental language disorder often show poorer executive functions, such as working memory, with considerable individual variability. Our guide to executive function IEP goals covers that side.
Types of Directions
| Type | Example |
|---|---|
| One-step | “Put your folder in your cubby.” |
| Two-step, related | “Get a pencil and sit at the green table.” |
| Two-step, unrelated | “Push in your chair and hand me the stapler.” |
| Multi-step | “Open your notebook, write the date, then copy the first problem.” |
| Sequenced | “Before you start, put your name on the paper.” |
| Conditional | “If you finished the reading, start the questions; if not, keep reading.” |
| With a concept | “Give everyone except the first row a sheet.” |
| Indirect | “It’s getting loud in here” (meaning: lower your voices). |
Indirect directions depend on reading intent as well as words; ASHA’s Practice Portal on social communication disorder lists understanding “that which is not explicitly stated” among social communication challenges.
A Quick Check Before Teaching
Before treating missed directions as a skill gap or as defiance, rule out the simpler explanations: the student may not hear the direction, understand its words or know the language it is given in.
- Hearing: Wisconsin’s guidance on language assessment says to rule out hearing problems through a past or current screening, and IDEA evaluations cover hearing where appropriate (34 CFR 300.304(c)(4)).
- Language level: ask the SLP which concepts and how many steps the student understands now; receptive goals live in speech IEP goals.
- Language of instruction: for an English learner, the IEP team must consider language needs (34 CFR 300.324(a)(2)(ii)), and a direction in a language still being learned is a different task.
- The routine itself: the Center on PBIS warns against assuming students “will automatically know routines and procedures without instruction and feedback.”
- The task after the direction: if missed directions come with refusal or leaving, the issue may be the task; a functional behavior assessment can identify the function.
How to Give Directions Students Can Follow
Directions work better when the adult gets attention, says less, shows the step, waits and checks. The Center on PBIS guide Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs (Version 2, April 2025) and the research below are the basis for each move; the research varies in strength, as the note after the table explains.
| Move | How | Basis |
|---|---|---|
| Say what to do | “Walk to the door,” not “No running” | PBIS lists reminding students only of what not to do as a non-example |
| Show it | Point, hold up the object or a picture, post the steps | PBIS describes visual, gestural and verbal prompts; NCAEP 2020 lists visual supports as an evidence-based practice for autistic learners |
| One step at a time | Give step two after step one is done | Verbal working memory is linked to following instructions (Jaroslawska et al., 2016) |
| Wait before repeating | Count silently before a second prompt; set the wait for each student | Longer pauses after questions lengthened student responses (Rowe); one study found a brief wait worked better for two children with challenging behavior (Tincani and Crozier) |
| Check for understanding | “Show me what you’ll do first” | PBIS: actively monitor and check for understanding |
| Act it out | Students mime or picture each step before starting | Imagining, watching or doing the actions improved recall compared with repeating the words (Yang et al., 2021; Yao et al., 2026) |
| Easy first, then harder | Two quick easy requests, then the harder one | Behavioral momentum, an evidence-based practice in NCAEP 2020 |
| Pre-correct | Remind the routine before it starts | PBIS: prompt key skills before they are expected |
The wait time evidence is indirect. In a 1972 paper based on videotaped elementary science lessons, Mary Budd Rowe reported that teachers waited about one second after a question, and that pauses of three to five seconds lengthened student responses (Rowe, 1972); it concerns questions, not directions. A preliminary study of two children with challenging behavior found a 1-second wait worked better than a 4-second wait in small-group instruction, whereas earlier studies found longer waits helped children with moderate to profound cognitive disabilities (Tincani and Crozier, 2007), so the right pause is individual. The working memory study shows a link, not a cause, and the act-it-out studies used structured recall tasks with school-age children, not classroom trials, so check each strategy with data.
Following Directions Activities by Grade Band
Each activity is short, needs common classroom materials and has a built-in way to make it harder. Start where the student succeeds most of the time, then raise one demand at a time: steps, concepts, distractions or the removal of a visual.
Preschool and Kindergarten
| Activity | Goal skill | Materials | Steps | Make it harder |
|---|---|---|---|---|
| Freeze and Move | One-step directions, listening while moving | Music | Music plays; it stops; the adult says and shows “Touch your knees”; children do it, then dance again | Drop the gesture; give two moves; add “before” or “after” |
| Clean-Up Helper | One- and two-step routine directions | Bins with picture labels | “Put the cars in the car bin”; praise the action; next helper | “Put the cars in the bin, then sit on your spot”; add color or size |
| Hide and Find | Spatial concepts | Small toys, a box, picture cards for in, on, under and next to | Adult shows the card and says “Put the bear under the box” | Remove the card; add a second object |
| Simon Says, No Outs | Listening for a cue word, waiting | None | Children copy actions only after “Simon says”; anyone who moves early keeps playing | Faster pace; two actions per turn; a student leads |
Elementary (Grades 1 to 5)
| Activity | Goal skill | Materials | Steps | Make it harder |
|---|---|---|---|---|
| Listen and Draw | Two- and three-step oral directions | Paper, crayons | “Draw a house in the middle. Then draw a sun in the top corner”; compare with the model | Three steps at once; add “unless”; no repeats |
| Barrier Game | Following and giving precise directions | Two matching sets of shapes, a folder as a screen | One partner arranges shapes and gives directions; the other matches without looking; lift the screen and compare | Add position words; allow one clarifying question only |
| Job Cards | Multi-step routine | A card with numbered picture steps for a class job | Student completes the job with the card, then checks off steps | Cover the pictures and keep the numbers; remove the card |
| If-Then Line Up | Conditional directions | None | “If you are wearing something blue, line up” | Two conditions (“blue and sneakers”); “if not, sit down” |
Middle School (Grades 6 to 8)
| Activity | Goal skill | Materials | Steps | Make it harder |
|---|---|---|---|---|
| Lab Setup Relay | Multi-step written and oral directions | Simple lab materials, a step list | Groups set up a station from five steps; the teacher checks against a photo | Give the steps orally only; add a timed check |
| Map Route | Sequenced spatial directions | A school map | Teacher reads a route (“Leave the gym, turn left, pass the office”); students trace it | Longer routes; one “unless” detour |
| Restate and Plan | Recalling assignment directions | Planner | After directions, the student restates the steps to a partner and writes them; the teacher initials | Directions given across two class periods; student self-checks |
A short story that previews why directions matter can help some students; our social stories guide includes an original following directions story. For age-based social practice, see social skills activities.
Activities for AAC Users and English Learners
Following directions is a listening skill, so students who use AAC or are learning English can show it by doing the action; the adaptations change how the direction reaches them.
Students Who Use AAC
- Model on the student’s system: while saying “Put it in the box,” point to PUT, IN and BOX. NCAEP 2020 includes aided language modeling among AAC teaching methods.
- Teach a repair: program and practice AGAIN and HELP so the student can ask for a repeat.
- Barrier game with symbols: partners use the same symbol board to give and follow placement directions.
More on modeling and goals is in AAC IEP goals.
English Learners
- Pair words with gestures, pictures and a model every time, and keep routine words the same each day.
- Label materials with images or students’ primary languages, as the PBIS guide suggests.
- Ask family or bilingual staff for key direction words in the home language.
A gap that comes from learning English is not a disability: limited English proficiency cannot be the determinant factor in eligibility (34 CFR 300.306(b)). See dually identified students.
Teaching With Prompts and Fading
Give the least help that lets the student succeed, then fade it on a plan. NCAEP 2020 defines prompting as “verbal, gestural, or physical assistance given to learners to support them in acquiring or engaging in a targeted behavior or skill.” Repeating the direction louder is a prompt too, and an unplanned one.
Example (fictional student): Nia, a kindergartner, follows cleanup directions only with a gesture and a picture. Week 1: words, gesture and picture. Week 3: words and picture. Week 5: words only, picture on the wall. The team moves on when Nia succeeds in 8 of 10 directions for three days.
The levels and fading methods are in our prompt hierarchy guide; for picture sequences of routines, see visual schedules.
Following Directions Data
Measure what the goal says, in the setting where the directions happen: time to start, steps completed and the prompt needed. The IEP must state how progress will be measured (34 CFR 300.320(a)(3)).
| Date | Setting | Direction (steps) | Started within 15 s | Steps done / total | Prompt |
|---|---|---|---|---|---|
| Mon | Math, whole group | “Open to page 40, do problems 1 to 3” (2) | Yes | 2 / 2 | Independent |
| Mon | Art | “Get a smock, then sit at table 2” (2) | No | 1 / 2 | Gesture |
More formats are in IEP data collection sheets.
Following Directions IEP Goals
Goals for first-time and two-step directions are in behavior IEP goals, and goals for directions with basic concepts or conditions in speech IEP goals. Three different original examples, to adapt from the student’s baseline and open with the timeline:
- Whole-group directions: During whole-class directions in general education, [Student] will start the first step within 15 seconds without an individual repeat or prompt in 4 of 5 group directions per observation across 3 consecutive observations, as measured by latency recording.
- Different adults and settings: Given two-step directions without gestures from at least three adults in different settings (for example PE, art and the cafeteria), [Student] will complete both steps in order in 8 of 10 opportunities over 2 weeks, as measured by a shared tally sheet.
- AAC-supported directions: Given a spoken one-step direction modeled on [Student]’s communication board, with no gesture, [Student] will complete the action within 10 seconds in 8 of 10 opportunities across 3 sessions, as measured by event recording.
Common Mistakes to Avoid
- Treating every missed direction as defiance before checking hearing, language and the task.
- Giving four steps at once and repeating them louder.
- Practicing only in games, never in the routines where directions matter.
- Keeping the same prompt for months instead of fading it.
- One wait time for everyone, when the right pause differs by student.
- Measuring only with the SLP, never with the whole class.
Recommended Actions
- Agree on one way to give directions across the team: attention, short step, visual, wait, check.
- Post routine steps with pictures in every room the student uses.
- Ask the SLP for the student’s current level: steps, concepts and conditions.
- Build two practice moments a day into real routines.
- Write a fading plan for each prompt and visual.
- Collect data in general education at least once a week.
Frequently Asked Questions
Is following directions receptive language?
Yes, mostly. Receptive language is understanding what others say, sign or write, and ASHA lists difficulty following directions among the listening comprehension signs of a spoken language disorder. Following a direction also depends on hearing, attention, working memory and the ability to carry out the action, which is why a missed direction is not always a language problem.
Is following directions an executive functioning skill?
It involves executive functions. Holding several steps in mind uses working memory, and starting and ordering the steps uses planning. In a study of 42 children ages 7 to 11, verbal working memory was closely linked with following instructions. Our executive function IEP goals page includes multi-step direction and self-cueing goals.
Is following directions a pragmatic skill?
Partly. Literal directions such as “Put your book away” rely mainly on receptive language. Indirect directions, such as “It’s getting loud in here,” require understanding what the speaker means but did not say, which ASHA lists among social communication skills. Our pragmatic language assessment guide explains how SLPs evaluate that side.
When do kids start following directions?
Early. CDC milestones list following directions given with both a gesture and words by 15 months, and one-step directions without gestures, such as “Give it to me,” by 18 months. The CDC notes that its milestones do not replace developmental screening. At school, the SLP’s present levels, not age alone, set the starting point.
How do you teach following directions?
Get the student’s attention, give one step at a time with a gesture or picture, wait, then check by asking the student to show the first step. Practice in short games and real routines, adding steps, concepts and conditions gradually, and fade prompts on a plan. Measure start time and steps completed in the classroom, not only in small groups.
Can a social story help with following directions?
It can help some students understand why directions matter and what to do when they forget. NCAEP 2020 lists social narratives as an evidence-based practice for autistic learners. A story previews the skill; practice with real directions teaches it. Our social stories guide includes an original following directions story to adapt.
Related Resources
- Social Stories
- Behavior IEP Goals
- Speech IEP Goals
- Visual Schedules
- Prompt Hierarchy
- Executive Function IEP Goals
Conclusion
Following directions is a chain: attention, understanding, memory and action. Check each link before teaching, give directions students can follow, practice in games and in the routines that fill the day, fade help on a plan and count progress where directions are given. Small, frequent wins add up to a student who can follow the class.
Sources: ASHA Practice Portal, Spoken Language Disorders; Jaroslawska et al., Following Instructions in a Virtual School: Does Working Memory Play a Role? (2016); Yang et al., Comparing Motor Imagery and Verbal Rehearsal Strategies in Children’s Ability to Follow Spoken Instructions (2021); Yao et al., Action-Based Encoding Improves Instruction Following in Children and Adolescents (2026); Center on PBIS, Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators, Version 2 (2025); Steinbrenner et al., Evidence-Based Practices for Children, Youth, and Young Adults with Autism, NCAEP (2020); Rowe, Wait-Time and Rewards as Instructional Variables (1972); Tincani and Crozier, Comparing Brief and Extended Wait-Time during Small Group Instruction for Children with Challenging Behavior (2007); CDC, Milestones in Action: 18 Months; Wisconsin Department of Public Instruction, Assessment of Language (June 2022); U.S. Department of Education, OSEP, 2024-25 Static Tables (Part B Child Count & Educational Environments). Sections of 34 CFR Part 300 are linked where they are cited.
Join the 2027 Special Education Pilot
Following directions improves with many short repetitions across the day, and adults cannot give every student that much 1-on-1 time. Telo AI is being adapted for students with IEPs: patient, 1-on-1 practice aligned to each student’s IEP goals and pace, including speaking practice and daily living skills, with teachers setting the goals, topics and rules. It is a practice tool that does not diagnose or treat any condition, and it frees teachers and aides for small-group and individual work. We are inviting districts to shape it with us in a 2027 pilot.
Apply to pilot Telo AI in your Special Education program
Found this guide useful?
Preferred sources show up more often in your Google results, including AI Overviews.