Following Directions: A Practical Guide for Special Education Classrooms

If you teach in special education, you already know this truth: “Follow the directions” is not one skill, it’s a whole bundle. There’s receptive language, attention, working memory, processing speed, sensory regulation, motivation…the list goes on. The good news? When we teach following directions explicitly and make it visual, predictable, and engaging, our students can absolutely grow this skill.

Below is a practical, classroom-ready guide you can use in small groups, push-in sessions, counseling, and whole-class routines.

Why following directions can be hard

Common barriers you might see (and how they show up):

• Receptive language: Student hears the words but doesn’t fully process them (missed steps, “Huh?” look).
• Working memory & processing speed: Student begins, then forgets step 2…or needs extra time to get started.
• Attention & executive functioning: Distractibility, difficulty shifting or prioritizing steps.
• Sensory needs & regulation: Over/under-stimulation makes it harder to listen, look, and act.
• Anxiety or task avoidance: Fear of making a mistake = freeze or refusal.
• Motor planning: Knows what to do, but sequencing the actions is tough.

Framing it this way helps teams move from “won’t” to “can’t yet,” so we can support the underlying skills—not just compliance.

Teach the routine, not just the task

Introduce a simple, repeatable routine your students can use across settings. I love:

L-L-T-D-C (Listen → Look → Think → Do → Check)

Post it. Model it. Practice it during easy, low-stakes activities so the routine is fluent before you “raise the rigor.”

What it looks like:

• Listen: “Ears on” cue + brief, concrete directions.
• Look: Point or show the visual (object, picture, step card).
• Think: “What will I do first?” (thumb tap or silent self-talk).
• Do: Student completes the step(s).
• Check: Quick self-check: “Did I do all the parts?”

Make directions concrete and visual

• Number your steps: “1) Name on paper 2) Circle the date 3) Open to page 5.”
• Highlight action words: Point to verbs on a visual cue card: cut, glue, circle, underline, sort.
• Use “First–Then”: Pairs steps and motivation: “First finish the 2-step, then choice time.”
• Timers & transition cues: Visual timers, chimes, or a consistent 3-count.
• Gesture + proximity: Fewer words, more pointing where the action happens.

• Scaffold the complexity

    

Build success in layers:

Phase 1: One-step
“Take a red crayon.”

Data target: % of correct 1-step responses across 3 settings.

Phase 2: Two-step
“Take a red crayon and circle the triangle.”

Data target: # of prompts needed (fading toward independent).

Phase 3: Multi-step (3–4 steps)
Add sequence words (first/next/last) and numbered visuals.

Language anchors (teach explicitly):

• What? (action)
• Where? (location)
• How many? (quantity)
• With what? (materials)

Turn practice into play (movement & multisensory)

• Simon Says—With a Twist: Use concept cards (e.g., opposites, spatial words, categories). “Simon says touch something below your desk.” Then layer two-step: “Simon says stand up and tap your elbow.”
• Directed Drawings: Give stepwise, visualizable directions (great for attention and perspective taking; also a fun remote activity). 
• Build & Do Centers: “Put 3 blue cubes on top of the bridge, then draw a door.”
• Mystery Bag: Pull an item and give a 2–3 step functional direction that uses it.
• Classroom Jobs: Embed natural two-steps (e.g., “Collect clipboards and stack them on the counter”). 

Prompt smart, then fade

Use a simple hierarchy and plan your fade from day one.

1. Natural cue (posted steps, materials placed)

2. Gestural (pointing)

3. Verbal (minimal words; repeat once only)

4. Model (quick demo)

5. Partial physical → hand-over-hand (as last resort)

Fade prompts and keep success high. Aim for errorless learning early; increase independence by delaying prompts and shrinking them over time.

Reinforce the process, not just the product

• Praise specific behaviors (“You looked, thought, then did step 2 on your own, nice!”).
• Use quick behavioral momentum (start with an easy 1-step, then a 2-step).
• Offer choice for completion (pen/pencil, seat/standing, which color first).

When we make the path visible, one step at a time, students gain not just compliance, but confidence and independence that carries into every corner of the school day.

Easy data you can actually collect

Try one target at a time:

• Independence: % of steps completed without prompts.
• Accuracy: # of correct steps per trial.
• Latency: Seconds to start after a direction (goal: under 5–10s).
• Generalization: Settings (classroom, hallway, OT room), people (teacher, para, SLP), and tasks.

Use a 1-page tally with three rows: Prompt level, Accuracy, Latency. That’s it!

Family connection

Send home a one-page “2-Step Directions Game” (mix chores and fun: “Put 2 socks in the basket and high-five me.”). Encourage the same L-L-T-D-C language at home.

Troubleshooting quick wins

• Student freezes → Cut language in half, add a point + First–Then.
• Student rushes & misses → Add Check step with a tiny checklist box to tick.
• Student does the first step only → Color-code Step 2 and physically place materials in order.
• Student argues/avoids → Offer 2 equivalent choices for how to do the task; keep the what non-negotiable.

Closing thought

Following directions is a teachable composite skill. When we make the path visible, one step at a time, students gain not just compliance, but confidence and independence that carries into every corner of the school day.