Speech Therapy -> Receptive Language -> Following Directions

Following Directions

Following instructions is a part of everyday life. It is the child’s ability to act on requests by others. Following instructions requires the child to attend to detail in spoken language, to sequence the information in the appropriate steps and to seek clarification if they have trouble remembering or recalling the information.

Reference links

  • Following Instructions 0
    childdevelopment.com.au     Author: Kid Sense - A speech pathologist can assist a child to follow instructions in order to function effectively across different environments and complete tasks successfully.

Activity List(s)

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Visual Schedule Cards

Related Disorder(s)

  • Receptive Language Disorder - A child with receptive language disorder has difficulties with understanding what is said to them. The symptoms vary between children but, generally, problems with language comprehension begin before the age of three years. Children need to understand spoken language before they can use language to express themselves.

Goal Bank

  • Nicholle will demonstrate understanding of age-appropriate vocabulary by following directions of increasing length and complexity including negation (not, without), sequencing (after, before), serial order (first, then, last), location (right, left) and/or temporal (until, at the same time) concepts, advancing to the next level when 90% accuracy is achieved over 3 consecutive sessions. 4
  • Hank will follow 4 step directions including a preposition and/or sequential term (I.e. first, second) with minimal cueing and 80% accuracy across 4 consecutive sessions to improve language comprehension. 2
  • Hector will follow two-step unrelated directions in a quiet listening environment in with 90% accuracy to improve receptive language skills in 3/4 opportunities across 4 therapy sessions when given minimal verbal and visual cues. 3
  • Corrine will follow simple 3 part commands without gestural cues in 3 out of 4 trials across three sessions to demonstrate auditory comprehension and understanding of basic concepts. 2
  • Isreal will demonstrate improved receptive language skills in the therapeutic setting by following directions when presented with picture cues or objects to show understanding of spatial concepts (on, in, above, below/under, beside/next to, in front, behind, between) with 90% accuracy in 3 out of 5 opportunities over 5 sessions in which the activity is presented. 3
  • Freeman will follow 2-step commands containing "before/after" with fading prompts with 90% accuracy to improve understanding of basic concepts across 3 sessions. 3
  • Given a group of objects or pictures, Marvin will improve her receptive language skills by pointing to or reaching for the item named with 80 percent accuracy, on 3 consecutive data days, as measured weekly by therapy data collection and observation within 6 months time. 1
  • Katheleen will improve understanding of basic concepts by completing simple 1-2 step commands embedded with simple spatial concepts (in, on, out, off, under) and basic adjectives (e.g., big cat) given minimal verbal cues with 80% accuracy, across 5 consecutive sessions. 5
  • Trey will complete 4 out of 5 receptive language tasks without hand over hand assistance (i.e. attending to a book, completing a sound puzzle, sorting matching items, shape sorter, matching object to picture) across 4 consecutive sessions to demonstrate receptive language skills such as basic concepts, following directions, vocabulary, and/or categories. 3
  • Kelly will follow simple one-step directions with moderate cueing with 80% accuracy across 3 of 5 sessions. 1
  • Given decreasing cues, Bud will complete receptive language tasks (i.e. turn pages in a book, match colors/photos, follow commands with gesture cues) in 3 out of 4 trials across 4 therapy sessions to improve overall expressive and receptive language skills. 3
  • Homer will demonstrate receptive understanding of age-appropriate vocabulary words, including a variety of nouns, verbs, and attributes ("big"), by pointing to the described item in a field of 2 in 3/5 opportunities across 5 sessions when given moderate multi-modality cues to increase understanding of vocabulary words. 2
  • When given verbal, visuals or gesture prompts, Teri will use 2+ words to describe a picture with 80% accuracy, over 3 consecutive sessions, as measured by observations, data collection and/or standardized testing to increase expressive language skills. 2
  • Given decreasing cues, Elisha will listen to a statement or question and identify if the grammatical patterns used in the phoneme are correct or incorrect and will provide the correct word to repair those utterances identified as ‘incorrect’ with 90% accuracy over 3 consecutive sessions to improve overall expressive and receptive language skills. 2
  • Mac will follow directions, starting with 5-step directions and progressing to 5-step directions then multi-step directions as lower criteria are met, with 90% accuracy across 5 therapy sessions to improve language comprehension. 1
  • Kiana will interpret 5-5 step spoken directions of increasing length and complexity with 90% accuracy across a 5 month therapy period to improve independence in the classroom. 2

Resources

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