Page 161 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Teaching how to follow directions 12.4
this is some mes the quickest and most accurate way to do a correct self‐assessment.

1 Step 2 Steps 3 Steps

Sit (or) Stand up and get in Stand up, get in line,
0 Components
Stand up line and don’t move

Touch your nose Start walking and Stop working, get in
1 Component
stop at the water line and put on your

Give me the blue Walk with your Stop working, put

2 Components square hands behind your your things in your

back and stop in the backpack, and get in

Touch the big red Go to your table and Put your stuff in your

3 Components circle (from a sit in the yellow desk, go to the door,

group of red or big chair and walk silently

Once we know our student's level of func oning in this area, there are plenty of

opportuni es to improve a child’s ability to follow direc ons throughout the day. We begin by

iden fying why a child is not following direc ons. Is the problem behavior, or difficulty paying

a en on, understanding your language and direc ons, remembering them, or taking ac on?
By figuring out the “why” we can get to the heart of the ma er more quickly and offer specific

support.

Sugges ons to improve how a child follows direc ons:

1. Give Warm‐Up Clues – Prior to giving the instruc on, let the children know that

they should be listening and ask if they are ready. “I am going to tell you what we

are doing next. Eyes on me.”

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