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Complex Following Directions Activities for Speech Therapy

Are you an SLP trying to work on following complex directions in speech therapy with your older students? Teaching 3rd, 4th, and 5th graders the importance of listening closely to spoken instructions has been an area I have consistently focused on in speech and language therapy . This is such an important classroom – and life- skill.

So, how do you make working on this skill area fun- and help your students see how important it really is to stop and listen closely? In this blog post, I’ll provide you with 3 actionable steps to make teaching following complex directions a breeze in speech therapy.

Step 1: Make Following Complex Directions a CHALLENGE

The key is to make it a challenge . My upper elementary students are so competitive , and I needed to use that to my advantage. The trick was making sure the directions included plenty of higher-level concepts and vocabulary , and that the activity itself wasn’t seen as “babyish”.

The answer: a following directions challenge .

These direction challenges could be used in individual therapy sessions, but they were also great in mixed groups. I passed out the bottom half of the papers to each student. My students had pencils ready in hand, waiting for me to tell them the direction.

I would say the direction, and the students would follow them. After completing the task, they’d look around the table- and notice that not everyone had completed the activity in the same way.

For example, I’d stated in the direction that they needed to write their name in the top left corner- but they immediately noticed when one had written their name in the top right corner instead.

I reminded my students: it wasn’t necessarily who could follow the direction the fastest. This complex multistep following directions challenge was more about who listened closely to all of the small, but important, pieces of information included in the task.

My students weren’t just learning to follow directions- they were also learning to focus.

Step 2: Include a variety of complex direction following concepts

There are several concepts and embedded vocabulary that you will want to target for your students that need support with following directions that are perfect for speech therapy . For example, I made sure to include temporal directions (i.e. such as before, after). Time vocabulary can be very tricky for my students. But temporal concepts aren’t the only important concepts you’ll want to address to make your following directions activity “complex”.

Temporal and Sequential Directions for Speech Therapy

Temporal concepts- or time concepts – can be so confusing for my students. These include terms such as before and after. Sequential concepts include understanding the correct order of events for information.

Temporal and sequential concepts are important for our students to understand.

An example of how I target temporal and sequential concepts in speech therapy using this complex following directions activity: “Before you circle the third A, underline the second A.”

A little while later, I’ll give a similar direction, but I’ve changed WHERE I use the word “before” in the sentence: “Point to the third A before you understand the second A.”

The meaning of the sentence can change completely, depending on where the temporal or sequential vocabulary term is used. This is such an important thing to remember when teaching temporal and sequential concepts, and understanding it requires lots of practice and exposure.

Spatial Directions for Speech Therapy

Following spatial directions requires the understanding of spatial concepts (aka location concepts). It is understanding the positioning of an object, and the relationship of that object to something else.

For younger students, we start by teaching spatial concepts like above, below, behind, and in front of. But by 4th grade, we need to make things a little more complex.

I always start by making sure my students understand the difference between right and left . Most of them don’t.

I then throw in some multiple modifiers to make things a little more complex.

Sure, my student knows how to write their name at the top of the page. But things are a little trickier when they have to write their name in the top left corner of the page. My students often fail to hear all of the components in a direction that contains multiple modifiers .

An example of how I incorporate spatial concepts into complex directions (containing other embedded concepts) would be: “First, write the month in the top right corner of the page. Next, circle the last letter.”

Conditional Directions for Speech Therapy

Conditional concepts can be tricky for our speech therapy students to comprehend. What are conditional concepts? They involve the understanding of “if”. Understanding how “if” can change the meaning of a sentence is very important. It allows the student to know what might happen- or what might not happen.

If we get five feet of snow tonight, we’ll get a snow day tomorrow.

It’s not a guarantee- and if you only get two inches of snow, you better make sure to grab your bookbag.

An example of how I incorporate complex conditional directions in speech therapy would be: “If today is Tuesday, circle the K. If not, underline the L.”

Working your way up to compex directions

Your student might not be at the level of complex yet- but they’re past the level of beginner.

You’ll need to provide leveled instruction.

Some of my students need a little more support initially, so I start by giving them written directions as well as spoken directions . I explain, “This direction is going to contain a time vocabulary word- ‘before’. You have to listen closely so that you know the order I want you to follow this direction in.”

We’d do a quick review of the time vocabulary being targeted:

“Clap your hands before you touch your nose.” My student would complete this task.

“Great. Now, Touch your nose BEFORE you clap your hands.”

We reviewed how the placement of the time vocabulary word in the sentence could change the meaning of the sentence.

Following this, we would highlight any target words that were difficult for them to recall and interpret in the direction.

Step 3: Make Your Direction Following Challenge Quick and Easy to Use During Speech Therapy

These complex following directions pages are super easy to store. I keep mine in a binder- but I also keep several extra copies on hand for “grab ‘n go” resources to use in therapy.

These directions activity worksheets are also super easy to modify.

Let’s say you don’t want to provide the written directions. No problem.

To work on following spoken directions only , I simply cut off the bottom of the page. I gave this to my students, then I kept the top part. Simple and easy, and great for data collection in a group. I just wrote their initials next to the direction, then had a quick “check” or “minus” data collection system.

Additional Uses for these Following Direction Challenge Activities

I have used these complex following directions challenges in several ways in speech therapy.

They make an excellent activity to use in individual therapy or small group therapy. It is easy to collect data using these sheets. You can use one as a warm-up, or combine several worksheets for an entire session targeting following complex directions.

These directions sheets also provide an easy way for me to gather data for the present levels section of an IEP when I’m planning to focus on complex directions objectives . I can get a percentage of accuracy, then re-assess several months later.

They also provide easy homework to send home for speech and language carryover practice.

No matter what, you’ll find these complex directions challenges becoming a “must-have” essential in your speech therapy room.

These worksheets offer a simple way to build complex listening skills and confidence with following directions tasks. They give upper elementary students the opportunity to practice following directions with a variety of embedded concepts.

They allow SLPs to have a grab ‘n go option to take students to that next level with following directions.

These following directions worksheets are challenging, fun and effective . My students have had a BLAST, and I’ve been amazed at the progress they have made in therapy.

Click here to grab these complex directions worksheets today!

Talk soon–

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Following Directions

Following directions is a crucial language skill and a common goal for speech therapy clients/students. 

However, teaching directions is a bit more complicated than it seems. The key is to diagnosis the WHY the child is struggling. Read on to learn more!

Following Directions - Theory Behind Materials

Since I became a speech pathologist a million years ago, working on receptive language skills seemed odd. How can a therapist differentiate between expressive and receptive language? What is the point? Language is language. 

This goes for following directions as well. You don't just work on "following directions." There is much to it.

 A child who needs to work on following directions may have to work on one or all of the following skills:

• concepts (i.e., temporal, qualitative, quantitative etc...)
• working memory (this must be compensated for, not "cured")
• attention (compensated for or treated medically)

It is necessary to evaluate the child to uncover WHY he/she is actually having difficulty with following directions and to target/compensate for that exact skill. 

Following Direction Materials

The main reason a child might not be able to follow a direction could be due to vocabulary deficits. Therefore, you may need to work on tier 1 or tier 2 vocabulary words. 

For vocabulary practice, please check out

• the materials here!
• fall vocabulary
• tier 2 vocabulary packet
• articulation and tier 2 vocabulary materials
• spring vocabulary
• winter vocabulary
• teaching vocabulary tips

Oral and written directions tend to have a lot of specific vocabulary that many children with developmental language disorders need direct instruction on. These concepts include:

• spatial (i.e., on, under, next to, etc...)
• quantitative (i.e., many, one, couple, few, etc...)
• qualitative (i.e., spotted, round, etc...)
• temporal (i.e., first, before, after, etc...)

The grammatical structure of a direction plays a key role in how a child may understand and be able to execute a direction. Therefore, it is necessary to assess receptive/expressive grammar skills. 

To learn more about grammar, check out my page.

Contrary to many expensive programs, you can't fix memory! However, you can compensate for it. Check out my working memory page for specific ideas. 

Attention is not something a speech pathologist directly targets. However, attention can be compensated for such as fidget use, preferential seating, etc....

I created 5 new worksheets that target each "concept" and one fall vocabulary. Since the stimuli is "fall themed," I categorized it under fall on the membership site. There is a page for:

• spatial concepts
• quantitative concepts
• qualitative concepts
• temporal concepts

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• Fall Materials: Following Directions  

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• Receptive Language Activities To Improve Listening Skills
• Following Directions – Activities That Actually Work!

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Speech & Language Activities

Following Directions Speech Therapy Activities – Plus a Free Download

I know that a lot of my students have found coloring to be an engaging and calming activity . I also know that in one of my school-based positions, I had  A LOT of students working on auditory comprehension goals – so I was always on the lookout for following directions speech therapy activities to use!

Following Directions Speech Therapy Activities and Worksheets

So now I just create my own Following Directions Coloring Activities ! I wanted something that included a range of directions including simple one-step directions, directions with 1-2 modifiers, 2-step directions, and temporal directions (e.g. first/then, before you X, color Y).

The first one I created was this “Around the House” set of coloring pages with directions for any time of the year. And now I am adding seasonal resources such as

• Back-to-School Following Directions Coloring Activity
• Fall Following Directions Activity
• Halloween Following Directions Coloring Activity
• Thanksgiving Following Directions Coloring Activity
• Christmas Following Directions Coloring
• Winter Following Directions Coloring Activity
• Valentine’s Day Following Directions Coloring Worksheets
• Spring Following Directions Speech Therapy Activity
• Summer Following Directions Worksheets
• Here’s a bundle of all of them at a discount

Using a Following Directions Visual in Speech Therapy Sessions

Before starting an activity, I like to go over strategies for increasing auditory comprehension skills such as:

• Look at speaker
• Repeat the directions to yourself or aloud
• Visualize yourself doing the actions

Since these students have challenges with auditory comprehension, a visual can really help reinforce these ideas! (The Following Directions Visual Chart is in all of the activities above and in the freebie below.)

RELATED: Using Visuals to Teach WH- Questions

Free Following Directions Speech Therapy Activity

One of my most popular free downloads is this following directions coloring sheet. You can have it sent right to your email inbox by filling in the form below!

The coloring sheet is of a front yard scene, so you can use the activity any time of the year! (It’s a sample from my larger Around the House Coloring Activity )

Free Following Directions Coloring Worksheet Includes:

• “Strategies for Following Directions” Chart
• One Coloring Page
• 10 One-Step Directions – Level 1 (e.g. “Color the door red.”)
• 10 One-Step Directions – Level 2 (e.g. “Color the highest cloud gray.”)
• 10 Two-Step Directions (e.g. “Color both of the pants blue and color the ball red.”)
• 10 Two-Step Sequential/Temporal Directions (e.g. “Before you color the door red, color the roof brown.”)

Hope you find these activities useful with your students!

You can Grab All of the Following Directions Coloring Activities here :

Or All the above plus more here:

Pumpkin Speech Therapy Activities - Plus a Free Download

Christmas Speech Therapy Activities

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Outdoor Adventure

Practice 1, 2, & 3 step, conditional, and first / then directions with our premade directions. Drag and drop the icons onto the setting pictures based on the directions. Create your own directions using our drag and drop directions activity!

Halloween Following Directions

Halloween drag and drop direction activity. Create your own directions or use our premade directions!

Space Race Directions (1-Step, 2-Step, Conditional)

Race through space while targeting single, multi-step, and conditional directions!

Unicorn Dash Directions (1-Step, 2-Step, Conditional)

See which unicorn is the fastest while targeting single, multi-step, and conditional directions!

Witch's Brew Directions (1-Step, 2-Step, Conditional)

Help the frog escape from the witch's kitchen before she collects all of the ingredients for her special potion while targeting single, multi-step, and conditional directions!

Fishy's Flight to Freedom (1-Step, 2-Step, Conditional)

Can you help Fishy escape in his rocket ship before the cat gets to the fish bowl while targeting single, multi-step, and conditional directions!

Back to School Preposition / Direction Drag and Drop

Create your own directions or use our premade direction cards with our drag and drop icons and school-based scenes.

House / Outside Drag and Drop Prepositions

Create your own directions or use our premade direction cards with our drag and drop icons and home-based and outdoor picture scenes.

Fall Language Bundle

Winter Language Bundle

Spring Language Bundle

Summer Language Bundle

Directions | (1-Step, 2-Step, Conditional)

Conditional directions.

• If you like pizza, then say your name.
• If you have a nose, then put your thumbs up.
• If ice is hot, then spin around three times.
• If you are a human, then tell me your age.
• If you have purple hair, then stand up.
• If cats meow, then touch your nose.
• If snow is white, then bark like a dog.
• If dragons are real, then count to three.
• If cars have wheels, then stomp your feet.
• If a bike has 7 wheels, then say a fruit.
• If you like candy, then nod your head.
• If frogs are green, then touch your feet.
• If dogs have paws, then blink your eyes twice.
• If the sun is out, then smile really big.
• If birds have feathers, then raise your hand.
• If the sky is brown, then jump two times.
• If the sky is blue, then touch your elbow.
• If elephants are tiny, then touch your head.
• If ice cream is hot, then count to three.
• If we live on Mars, then touch your elbow.
• If we live on Earth, then say your name.
• If carrots are candy, then close your eyes.
• If ants are tiny, then tap the table.
• If 2 is a number, then put your thumbs up.
• If you have a nose, then sniff two times.
• If aliens are real, then spin around.
• If pizza is amazing, then clap two times.
• If pickles are green, then hop two times.
• If dogs love bones, then bark two times.
• If “a” is a letter, then touch both ears.
• If school is cool, then count to three.
• If stars are bright, then say “popcorn”
• If corn is yellow, then wave your hand.
• If dragons are pets, then wiggle your fingers.
• If apples are fruit,  then tap your head.
• If you have eyes, then blink three times.

First / Then (2 Step) Directions

• First Pat your head, then stand up
• First tell me an animal, then spin around twice
• First tell m what your ate for breakfast, then touch your nose
• First wave your hand, then draw / pretend to draw a circle
• First point to a door, then smile
• First close your eyes, then touch your ear
• First make a silly face, then blink three times
• First tell me your favorite color, then tap the table four times
• First spin around twice, then count to three
• First pretend you are a monkey, then touch your nose.
• First yawn, Then pretend to play the guitar.
• First pretend to swim, then name a fruit.
• First put up two fingers, then tell me what color your shoes are.
• First bark like a dog, then pretend to swim.
• First touch your ears, then tell me your age.
• First say the color of your shirt, then shake your head.
• First nod your head, then put both thumbs up.
• First raise your hand, then touch your knee.
• First clap two times, then pretend to play the guitar.
• First say your name, then jump two times.
• First lift your arms up, then jump.
• First bark like a dog, then touch your knees.
• First name a shape, then blink two times.
• First cross your arms, then raise your hand.
• First snap your fingers, then touch the table.
• First touch your nose, then name a fruit.
• First stomp feet, then rub your belly.
• First point to the ceiling, then say hello.
• First put two thumbs up, then meow like a cat.
• First spell your name, then touch your elbow.
• First shake your head no, then clap two times.
• First pretend to tie your shoes, then touch your chin.
• First say your name, then wiggle your fingers.
• First take a deep breath, then close your eyes.
• First shake your head yes, then put a thumb up.
• First cover your eyes, then say your favorite animal.

A common goal in speech therapy is for following directions.  This could mean one step, two step, three step, conditional, or first then directions.

Teaching following directions skills is so valuable because following direction skills are expected in schools, home life, and everyday life!

Whether you are a parent, teacher, or speech therapist, we hope that these free no-prep and virtual following direction activities are beneficial to your child!

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How to Target Following Directions in Speech Therapy

• March 16, 2023

How to Target Following Directions in Speech Therapy? As busy SLPs with limited time, it can be easy for us to get “stuck”: using our preferred materials over and over, copying and pasting goals, and targeting the same skills in the same ways. There’s nothing inherently wrong with any of this—predictable routines can be very helpful, and as human beings we all have our favorite ways of doing daily tasks. 

However, in the interest of serving our clients as well as we possibly can, it’s also useful to re-examine why and how we’re doing what we’re doing, particularly when it comes to skills that we tend to target frequently, like following directions. In this post, I’ll offer some ideas for how to look at the skill of following directions in new ways, and how to update our instructional practices based on what we find. 

Component Skills and Umbrella Skills Involved When Targeting Following Directions in Speech therapy

Like many of the skills we target in speech therapy, following directions can be thought of as an “umbrella skill”—a larger skill category made up of many component skills. For example, following directions involves auditory comprehension, attention, motivation, vocabulary knowledge, sequencing, and working memory—just to name a few! To help our clients master an umbrella skill, we need to drill down and figure out which of the component skills are most challenging for them, and then focus on building those skills. This process of determining the most important component skills for a given client doesn’t need to take a lot of time. When our formal assessment measures indicate difficulty in the area of following directions, we can often get a better understanding of how to proceed by answering a few simple questions:

• When does it seem to be most difficult for this client to follow directions? (Oral directions? Written directions? What types of tasks? What time of day?)
• What helps this client to be more successful with following directions? (Giving just a few at a time? Giving the client an opportunity to teach the task to someone else? Pre-teaching vocabulary before sharing the directions? Offering choices within the task?) 
• What are this client’s strengths? (Often, strengths can be leveraged to support skill sets that aren’t as well-developed.) 

For example, a client who struggles with following directions that are presented orally but who can follow written directions may be struggling with auditory comprehension in general. 

A client who is unable to follow directions during group projects but excels when working alone may be distracted and/or overwhelmed by the social elements of the task. 

A client who appears to understand the task itself but misses steps or does some of them out of order may be experiencing challenges with executive function that affect their ability to follow directions. 

Answering these questions will require a bit of investigation (and possibly input from family members and/or school staff), but doing so ultimately saves time, as it allows us to make our therapy sessions as effective as possible. 

Once we have identified the component skills to address within the larger category of following directions, we are ready to address them in therapy. Here’s how:

Make It Meaningful

Following directions is generally not a skill that is effectively practiced through rote, decontextualized activities. The reality is that directions are activity-dependent! If I’m following directions for making chocolate chip cookies and try to use the same steps to plant tomatoes in my garden, it doesn’t work. The context really matters! To this end, it’s incredibly important to practice following directions using real tasks that genuinely matter to the student—for example, a project that has just been assigned in a class, a chore that they keep getting in trouble for not doing at home, or a hobby they want to learn. For younger children, you might play a game they love, do their simple art project, or practice the steps for a school routine that causes challenges for them (e.g., lining up for recess). 

Within all of these meaningful contexts, be sure you are emphasizing the component that is most challenging for the client (e.g., sequencing, transition words, vocabulary knowledge, etc.). 

Make It Meta

For older children in particular, it’s very powerful to engage them in some meta-analysis as they work on following directions in speech therapy. Help them learn to think about their own thinking, especially if executive function is challenging for them. One way to accomplish this is through a “think-aloud”: provide instructions for a moderately complex (and meaningful!) task, and then have them talk about their process out loud as they move through the steps. (“Okay, I know I need to get out the paper and the paints first, but I just realized I forgot to decide what I actually want to make, so now I need to look at those books over there to get some ideas . . .”). You may need to model this strategy several times for the student; when you do so, be appropriately honest about the ways in which following directions can be tough for you . 

Make a Change

Some clients, especially neurodivergent clients, may always have difficulty with certain elements of following directions in speech therapy. It’s important that we don’t see this as a failure; rather, it’s a helpful reminder that not all brains work in the same way, and sometimes we actually need to adjust the ways in which information is conveyed, or the types of assignments that are given. In these situations, we can actually target following directions by targeting self-advocacy skills. When we support students with their ability to identify the areas where they struggle and then ask for appropriate accommodations, we are teaching a skill that can be applied to following directions—and so much more.

Want to stay in the loop for new speech therapy ideas and inspirations? I have put together a free  Digital SLP podcast  to share insight and tips on implementing your speech therapy sessions. If you are looking for fun and interactive speech therapy materials that students and SLPs both will love, check out what the  Digital SLP® membership site  has to offer, or sign up for our free trial now. Alternatively, check out our  TpT store .

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June 4, 2018

Child Speech Therapy: Following Directions

“Wash your hands.”

“Put your shoes on.”

“No yelling in the house.”

These may sound like common phrases in your household. Such commands require children to interpret the meaning and follow the verbal directions accurately, which may present as a challenge for some children.  Following directions is a skill required in school, at home, and during everyday activities. Below, we’ve listed some milestones in relation to age when it comes to developing the skills for following directions.

Bruno Caimi

Developmental Milestones:

Tips to improve comprehension of directions: 

•   Simplify directions:  Adults use complex language when giving directions such as, “Will you please get my shoes when you’re over there?” or “After you take out the trash, will you get the mail?” For children developing language skills, directions can be challenging to comprehend when using words such as before ,  after ,  instead ,  next , and then . Keep directions short and sweet when your child is young such as “get your shoes” and “open the door”
• Visuals: Take pictures of common directions to use as a visual prompt. Determine the most frequent directions you give your child throughout the day. Take pictures of your child completing the tasks (such as putting on clothing, getting in the car, washing hands). Print the pictures and either hold them up when you give the directions or hang the pictures in the designated areas
• First, then: When introducing 2-step directions, use word directions with first-then language. For example, “first put on socks, then shoes” or “first get your backpack, then go to the car”
• First, then, last:  When your child is ready for 3-step directions, use the phrase “first, then, last”. Your child will most likely catch on quickly since they are already familiar with the first two steps

Next week on the blog, we will provide fun games and activities to practice following directions!

LUMIERE CHILDREN’S THERAPY🖐️

References: 

“How To Get A Child Following Directions.”  Speech And Language Kids , 18 Apr. 2017, www.speechandlanguagekids.com/how-to-get-your-child-to-follow-directions/.

Katie. “Five Playful Ways to Work on Listening and Following Directions.”  Playing With Words 365 , 19 Feb. 2018, www.playingwithwords365.com/five-playful-ways-to-work-on-listening-skills/.

Klarowska, Beata. “Speech and Language Development (Milestones).”  Virtual Speech Center , Virtual Speech Center, Inc, 25 July 2011, www.virtualspeechcenter.com/blog/37/speech-and-language-development-milestones.

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How to Write Following Directions Goals (with goal bank)

Following directions is a common receptive language skill in speech therapy. It is seen in standardized tests, curriculum standards, and speech therapy goals. Read more about how to write following directions goals in order to target critical skills effectively.

How many times have you seen following directions as a speech therapy goal? How many times have you written a following direction goal? If your experience is anything like mine, you cannot count that high!

After seeing following directions goals and working on them in so many sessions with so many individuals, I realized how complex following directions goals can be. They can include language concepts like prepositions (e.g., in, on), temporal concepts (e.g., first, second), conditional concepts (e.g., if…then…), and so much more. 

Needless to say, there are so many aspects to consider when working on following directions!

Successfully targeting following directions skills is more complex than just giving a direction and marking whether or not the client followed it correctly.

Continue reading to learn more about following directions in speech therapy and find a following directions goal bank. 

Following Directions: What it Entails

Following directions requires an individual to do many things: 

• Hear the direction
• Understand the vocabulary in the direction
• Understand the grammar in the direction
• Remember the direction
• Execute the direction

When you think about all parts, you can see that there are many factors required to effectively understand a given direction . Considering all of these factors, it isn’t a surprise that a breakdown can present itself. This may occur due to a variety of reasons. For example, an individual who was given a direction may not have followed through with it because they have reduced attention or ability to hear and process the direction. They also might not know the specific vocabulary word (or words) within the direction. Difficulties in any of the components listed above can affect an individual’s ability to follow directions . 

In addition to understanding all parts of the direction, in real-life situations, individuals must also demonstrate other skills, like inhibiting preferred behaviors (e.g., talking to a friend, playing with a toy) while completing the given directive. 

Why One-Step and [#]-Step Directions Can Be Misleading

All directions, including one-step ones, can vary greatly in complexity. That is why it is important to be specific as to what you want the individual to do (i.e., clarify what language concept you may want to target within the direction) when they participate in tasks/activities requiring them to follow directions.

The “simple” one-step direction, “ Touch the ball ” is very different from the one-step direction containing qualitative concepts and negation, “ Pick up the big blue ball that does not have stripes .” Similarly, the “simple” two-step direction, “ Raise your hand then touch your nose ,” is very different from the two-step direction containing temporal and qualitative concepts, “ Before you raise your right hand slowly, touch your nose with your left thumb .”

As you can see, these directions are very different and target many different skills. The beauty of directions-based goals is that they can be targeted within a variety of contexts and settings and are usually very functional! Just think, every single day, we may not even realize it, but directions are a part of most of the tasks we participate in. 

Components of Following Directions

Below is a (non-exhaustive) list of concepts that may be targeted in following directions.

• Working memory: remembering the directions
• Prepositions/Spatial concepts: understanding prepositions
• Size concepts: understanding size vocabulary
• Numerical concepts: one vs two, more vs less
• Sequential/Temporal concepts: first, second, third; before, after
• Qualitative concepts: colors, adjectives (e.g., spotted, striped)
• Conditional concepts: if this, then that

When writing following directions goals and targeting them in speech therapy, you may use the list above to reference what specific language component(s) would be important for the individual/client to focus on.

How to Write Following Directions Goals

If you haven’t already, check out our article that outlines How to Write Speech Therapy Goals .

For the purpose of this article, we will discuss the process of goal writing related to following directions.

The first step to writing goals is identifying the area(s) of need. These needs may be identified through formal and informal assessments, observations, and questionnaires. For example, the Clinical Evaluation of Language Fundamentals (CELF), a formal assessment, has subtests related to following directions and linguistic concepts. 

Once you have identified the area(s) of need, you can begin creating the goals you are going to write and target.

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.

*Also commonly included is consistency (we usually incorporate this!). By consistency, we mean, does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions . This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. Including consistency statements ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.

DO statement

What the client is actually going to DO and the specific skill they will be working towards.

Example: follow 1-step directions containing a preposition

CONDITION statement

The specific setting and/or context where your client will work on this skill.

Example: in structured settings

CRITERION statement

How the client’s performance will be measured.

Example: in 8 out of 10 opportunities

DO + CONDITION + CRITERION

Example: [Client] will follow 1-step directions containing a preposition, in structured settings, in 8 out of 10 opportunities, across 3 treatment sessions. 

Now, we have a complete goal example for following directions using our Goal Writing Formula containing the DO + CONDITION + CRITERION ( & consistency ) statements!

Following Directions Goals

The following are some examples of speech therapy goals that may be targeted in sessions. You can take these goals as is, or take the “do” statement from one, the “condition” from another, and the “criterion” from another. Remember: the best goals are the ones that most closely align with the client’s needs, and all clients are different!

Working Memory

• [Client] will recall and execute verbally-presented 1-step directions, related to class assignments, with 80% accuracy.
• [Client] will recall and executive 2-step directions, given visual prompts, in 7 out of 10 opportunities, across two out of three sessions.

Prepositions

• [Client] will follow 1-step directions containing a preposition, given three choices, in 75% of opportunities.
• [Client] will follow 2-step directions containing prepositions, in a play-based activity, in 9/10 trials.

Size Concepts

• [Client] will follow 1-step directions related to the size concepts big and small , with models, in 7/10 opportunities. 
• [Client] will follow 1 and 2-step directions related to size concepts, within educational settings, in 15/20 trials, across two consecutive sessions. 

Qualitative Concepts

• [Client] will follow directions related to colors, in structured therapy tasks, in 7 out of 10 trials.
• [Client] will follow 2-step directions related to taught adjectives (e.g., striped, spotted), while engaging in play with the clinician, in 80% of opportunities. 

Mixed Concepts

• [Client] will recall and execute 2-3 step sequential directions, while in a therapy setting, with 75% accuracy. 
• [Client] will follow 2-step conditional directions (e.g., if you want to color, put away the book and get markers; if you don’t, put away the book and show me what you want), 5 times in a 30 minute session. 

Following Directions and Goal Resources

Our new membership community is *live* and we are so excited!

Our School-Aged Language and Early Intervention/Preschool goal banks have even more following directions goals. You could buy the School-Aged Language Goal Bank for $20 or access it PLUS our EI/Preschool Goal Bank PLUS following directions materials for only $19 . Save hundreds of dollars this way!

In addition to resources, within the community, you have the opportunity to collaborate with other professionals, ask questions, and make requests for materials.

We are continually adding resources so you will never run out of therapy session ideas or get stumped when writing goals. 

Check out some of our other goal banks too:

• How to Write Receptive Language Goals
• How to Write Expressive Language Goals
• How to Write Early Intervention Goals

References:

Gill, C., Moorer-Cook, L., Armstrong, E. J., & Gill, K. (2012). The Ability to Follow Verbal Directions: Identifying Skill Levels and Measuring Progress . The Ability to Follow Verbal Directions: Identifying Skill Levels and Measuring Progress , 36 (3), 234–247.

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Professional resources, assessments, and educational books.

• Special Education
• Occupational Therapy
• Speech & Language

Following Directions

• Grades 11 - Adult
• Ages 16 - Adult
• Format 8.5" x 11"
• Product Code 31114 ( MR #065966 )

*Not available separately (package component only)

• one-, two-, and three-step movement commands
• concrete and abstract two- and four-component directions
• conditional directions
• directions with pictures and numbers
• written directions

Just for Adults <show description> Each book in this series addresses an integral component of daily communication and reasoning in a format just right for adults with language and cognitive disorders.   Adult clients improve attention, mental manipulation of information, and comprehension with one-page language lessons that progress in difficulty. A screening tool in each book helps identify the client's use of reasoning strategies prior to designing therapy sessions. The content is basic to moderate difficulty level and reflects a wide variety of language needs for everyday functioning.   Each book targets a different language skill area with appropriate content and reading levels for adults with acquired communication disorders.

• Additional Information

Table of Contents

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Just for Adults

Set of 6 Books

• Copyright 2007

27 Basic Concepts Activities for Speech Therapy

• allisonfors
• August 20, 2022
• No Comments
• Speech Resources

Speech therapy basic concepts activities round-up to download and use now!

Basic concepts are an area that speech therapists address because they are the foundation of language development. Being able to understand and use basic concepts are the root of communicating and comprehending language. They are critical for effective communication and success in all other areas of life, including school. For example, basic concepts encompass: following directions and routines, understanding mathematical terminology, and literacy.

Discover paid and the 4 free basic concepts resources below…

Types of Basic Concepts:

Temporal Concepts – Printable, ready-to-use worksheets to target basic to complex temporal concepts! Concepts included: before/after, first/next/last, first/second/third, beginning/middle/end.

Boom Cards Temporal Concepts – Digital, self-grading, and interactive cards! Temporal concepts included: before/after, first/next/last, first/second/third, beginning/middle/end.

Sequencing Temporal Concepts Cards – This activity is great for introducing the temporal concepts before and after, as well as simple 2-step sequencing.

Boom Cards 3-6 Step Sequencing Bundle – Sequencing events and stories with pictures! This digital resource includes 3-6 step ADL (activities of daily living) sequences. Talk about what happens first, next, last!

Home Life Skills Interactive Books – These functional, home-themed interactive books target tons of language goals – including temporal and spatial basic concepts.

Qualitative

Qualitative Concepts – Target qualitative basic concepts directions with these printable worksheets with varying degrees of difficulty! Concepts included: same/different, separate/together, big/small.

Boom Cards Qualitative Concepts – Digital task cards to teach qualitative concepts, including: same/different, separate/together, big/small.

Quantitative

Quantitative Concepts – Target quantitative basic concepts with print and go worksheets with various levels of difficulty! Concepts included: all/none, one/all, more/less, most/least.

Boom Cards Quantitative Concepts – Boom cards are fun and easy to use! Quantitative concepts included: all/none, one/all, more/less, most/least.

Prepositions Concepts – Spatial prepositions with dog and cat! Perfect for introducing prepositions and positional concepts in repetitive, consistent activities that keep kids engaged. Targets: in/out, on/off, on/in, on/under, over/under, in front/behind, and next to/behind.

Advanced Prepositions – Do your students have down basic prepositions but you need to work on more difficult ones? This resource works on: above/below, inside/outside, top/middle/bottom, near/far, around/through, and towards/away.

Prepositions Play Dough Mats – A no-prep, interactive activity to practice prepositions, build vocabulary, and follow directions! Use play dough, bingo chips, mini objects, or other manipulatives.

Barrier Games – You might already have some barrier games you can use! These barrier games have pre-made sequential directions + spatial directions to practice these skills directly. Read more about what barrier games are and how to use them.

FREE Barrier Game – A free barrier game that includes pre-made sequential and spatial directions to use with your students.

Language Scenes – Use various, themed language scenes year round to target basic concepts. Each scene includes activities targeting prepositions, categories, single and multi-step directions, and more!

Social-Emotional

FREE Basic Concepts Sampler – Free sample pages from basic concepts resources! Includes temporal, emotions, and prepositions concepts. Introduce basic concepts with repetitive, consistent worksheets that keep kids engaged. Print and go or use digitally!

Emotions Concepts – Work on social-emotional concepts with these no prep, printable, multilevel worksheets! Perfect for introducing feelings in a fun and engaging way.

Emotions Social Skills – Social-emotional learning activities for kids. Help students identify and express their emotions, as well as other people’s feelings.

Characteristics

Categories Concepts – Work on categories with these ready to use printable worksheets! No prep, print and go pages (or just open on your device)!

Negation Concepts – Target negation basic concepts directions with these no prep, printable worksheets!

Boom Cards Negation Concepts – Digital, self-grading task cards to teach negation concepts, including: colors, shapes, animals, size, actions, attributes, categories, and generalization scenes.

Adjectives and Opposites – A great way to teach and assess descriptors and modifiers! You can easily teach opposites and negation with this print and go activity.

Patterns and Textures Concepts – Work on patterns and textures with these no prep, printable worksheets! These pages are left open ended for flexibility for what pattern/texture words you want to target.

FREE Birthday Party Mini Picture Scene – This print and go freebie includes a language scene along with 1-step, 2-step, and 3-step directions including colors, sizes, and other concepts.

Speech Therapy Language Visuals and Graphic Organizers – Speech therapy visual supports for basic concepts, language, vocabulary, and grammar.  A staple for language therapy!

Development

Speech-Language Development Handouts – Speech therapy development charts, milestones, and hierarchies! Evidence-based infographics with definitions and explanations. Includes for basic concepts, prepositions, and more.

FREE Speech Therapy Handouts – Download these handouts which contain development stages and more information for language, as well as other areas of speech-language pathology.

You may be interested in reading: How and Why To Teach Basic Concepts

Wh at other basic concepts activities would you like to see added?

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Speech and Language Therapy | Following Directions | Auditory Processing Bundle

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Products in this bundle (4), description.

Speech and Language Therapy Challenge Bundle- speech therapy worksheets, activities, and challenges for Auditory Processing, Following Directions, & Language!

This speech and language therapy bundle contains the following (4) challenge packets at a 15% discount:

Following Directions Challenge

Perfect for your upper elementary & middle school speech therapy students, these no prep, low ink following directions worksheets are sure to be a challenge!

I love to use these speech therapy following directions worksheets as a quick “warm up” before the session begins- or, combine 2-3 worksheets for an entire lesson. You will need to be seated beside your student or small group of students to ensure directions are being followed in the correct order.

These worksheets target a variety of embedded concepts, including temporal, location, conditional, and sequential.

If you’d like for your student to follow written directions, simply use the worksheet as is. It’s also easy to use these worksheets to follow spoken directions. Simply print it out and then cut at the dotted line. You can read the directions while the student follows the directions using the remaining piece of paper.

Total worksheets included: 18

Questions per worksheet: 5

Auditory Processing Challenge

Perfect for your upper elementary & middle school speech therapy students, these no prep, low ink data collection worksheets target the following auditory processing concepts:

Number Recall (recall of 3, 4, 5, & 6 numbers): 4 total data collection pages

Word Recall (recall of 4, 5, & 6 related & unrelated words): 6 total data collection pages

Sentence Recall ( 10 & 11 syllables, 12 & 13 syllables, 14 & 15 syllables, 7 & 8 words, 9 & 10 words, 11 & 12 words): 6 total data collection pages, 10 sentences per page

Also included:

(1) Strategies & Progress Monitoring Worksheet for student use

(1) Auditory Processing Challenge Game: (prep optional- student either cuts out cards and flips them upside down on table to choose, or crosses off each challenge as he or she plays). This challenge game also incorporates following written 2-step directions with a variety of embedded concepts. 3 total worksheets, one to target each area (numbers, words, sentences).

Holiday & Seasonal Language Challenge

Perfect for your upper elementary & middle school students, these no prep, low ink language worksheets target the following concepts:

Vocabulary (Multiple Meaning Words)

Following Directions

I love to use these worksheets in individual therapy, small group speech therapy, and as “add on” materials for my classroom language lessons (i.e. “Speech Group”).

The following holidays & seasons are targeted:

New Years, MLK Day, Valentine’s Day, Presidents’ Day, St Patrick’s Day, Easter, Cinco de Mayo, July 4th/ Independence Day, Labor Day, Halloween, Veterans Day, Thanksgiving, Christmas, fall, winter, spring & summer. Also includes (1) open-ended language worksheet.

*Note: includes (1) language challenge worksheet per holiday and (2) worksheets per season.

Answer key included for: categories, multiple meaning words, & idioms.

Articulation Activity Worksheets Challenge ("Type and Say")

This resource contains 20 NO PREP articulation activity worksheets that target a variety of speech sounds, including sh, ch, th, r, vocalic r, l, s, s blends, and z. It is designed for the upper elementary or middle school age range ( 4th grade, 5th grade, 6th grade, 7th grade).

This speech resource can be used in both individual or mixed group speech and language therapy. Make things even more challenging by adding a timer (optional) during the "typing" activity.

The speech sound articulation targets included:

• sh initial

• sh medial

• ch initial

• ch medial

• mixed voiceless th

• mixed voiced th

• initial r

• mixed vocalic r (initial, medial, and final)

• l initial

• s initial

• initial s-blends

• medial s-blends

• final s-blends

• z initial

Each articulation activity worksheet includes:

• a ready-to-go list of words for articulation practice
• a speech sound mouth visual
• a "keyboard" picture that your student can "type" on

More upper elementary and middle school speech and language therapy resources:

Open-Ended Carryover Articulation {English History Theme}

Carryover Articulation [Founding Fathers/ American History Theme]

Open-Ended Carryover Articulation [Scottish History Theme]

Middle School Reading Comprehension

Harry Potter and the Sorcerer's Stone by JK Rowling Book Companion

Middle School Speech and Language [Greek gods/ goddesses theme}

Middle School Speech and Language {Ancient Egypt theme}

Coordinating Conjunctions {speech therapy and special education}

Relative Clauses (speech therapy and special education)

Middle School Grammar Worksheets (speech therapy and special education}

Idioms (Idiom Match Worksheets)

Synonyms (Synonym Match Worksheets)

Would You Rather?

Best-selling speech and language therapy resources you won’t want to miss:

Ahoy! Following Directions with Embedded Concepts

Minimal Pairs & More Bundle for phonological disorders

You-Can Social Skills Worksheets

Key Words:speech and language therapy, speech and language activities, speech therapy, special education, following directions, receptive language, expressive language, auditory processing, speech therapy ideas for language

Terms of Use:

Copyright © The Pedi Speechie. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this document are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY.

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50 Multi-Step Directions for Speech Therapy Practice

As promised here are the words for your unlimited use .

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SEE ALSO:  Following Directions Activities that Anyone Can Learn From

Multi-step directions.

• Cross your fingers, stand up, turn around in a circle, and wink at someone in the room.
• Shake your head "No", count the chairs in the room, point to the corner of the room, and wiggle your fingers.
• Snap your fingers 4 times, pretend to put a shirt on, tap your foot on the floor, and name something blue.
• Sing "Twinkle, Twinkle, Little Star", pretend to wash your hands, put your elbows on the table, and touch your nose.
• Pretend to sneeze, walk to the door, count to 5, and sit down.
• Blink your eyes, pretend to take your watch off, name a shape, and say "Look over there."
• Wave with one hand, say "Hello", stand up, and shake your head "yes".
• Name something that is red, put both hands in the air, put your hand over your mouth, and count to 8.
• Point to a light in the room, touch your toes, name a color, pat yourself on the head.
• Put your hands over your eyes, stand up, jump up and down 3 times, and then sit down on your hands.
• Pretend to comb your hair, put your hand on your shoulder, name a color, and wave at me.
• Clap 3 times, pretend to drive a car, give someone a high 5, and give a thumbs up.
• Point to the door, take a deep breath, say a number, touch your shoulders 3 times.
• Snap your fingers 2 times, close your eyes, name 2 of your friends, and say the ABC's.
• Count the people in the room, touch your knees 2 times, put your hands on your hips, and pretend to tie your shoe.
• Tap your finger on the table, tell me your favorite color, scratch your head, pretend to talk on the phone.
• Say "Eat your vegetables", slap the table, quack like a duck, and count to 10.
• Look at the person next to you, stand up, hop 2 times, and take a bow.
• Say "Watermelon", tell me your favorite color, cover your ears with your hands, and wave "goodbye."
• Give someone a high five, sit down on the floor, say your favorite food, put your hand over your mouth.
• Blink your eyes 3 times, stand up, jump up and down 2 times, and wink at someone.
• Bark like a dog, give 2 thumbs up, snap your fingers 3 times, and pretend to eat a piece of candy.
• Say "Donuts are sweet", tap your foot 4 times, look at the person next to you, and clap your hands twice.
• Shake your head "Yes", stand up, hop 4 times, and touch your knee.
• Put your hands over your ears, plug your nose, snap your fingers 2 times, and pretend to wash your face.

SEE ALSO:   The Best Free App for Speech Therapy

• Touch your toes 3 times, count to 7, say "Good Luck", and spell your name.
• Name 3 animals, say your age, hold up 3 fingers, and count the people in the room.
• Close your eyes, stand up, say your name, and shake your head "no."
• Pretend to open a present, snap your fingers 2 times, say "Hello", and pretend to put on your glasses.
• Touch your toes, put your hands on your head, pretend to eat a piece of candy, and say "this is sticky."
• Touch your elbows together, hop to the door, walk on your tip toes, and clap your hands 4 times.
• Smile, hold up 3 fingers, look at the person next to you, and pretend to take off your hat.
• Say a number, stand up, meow like a cat, tap your foot 2 times.
• Put your hands on your head, say "Speech is cool", clap your hands 2 times, and pretend to cry.
• Laugh out loud, say a shape, jump up and down 5 times, pretend to put on your glasses.
• Pat yourself on the back, close your eyes, say a word that ends in "y", and give a thumbs up sign.
• Turn around 2 times, cross your fingers, moo like a cow, and look up at the ceiling.
• Walk to the door, say "It smells funny in here", clap your hands 1 time, and rub your shoulder.
• Hold up 5 fingers, look at your neighbor, say "These are my fingers", and then put your head on the table.
• Put your hands on your elbows, count to 10, knock on the table, and say "Good morning."
• Say a letter, put one hand on your head, snap your fingers 2 times with the other hand, and blink.
• Flap your arms, say "I'm flying", clap 2 times, and say "I'm tired."
• Pretend to throw a ball, hiss like a snake, count to 3, tap your foot 2 times.
• Wiggle your fingers, lift both hands above your head, close your hands, and say "That's it."
• Grab your ears, say "I can't hear you", give 2 thumbs up, say a shape.
• Name 1 friend, say your favorite movie, say what you ate for dinner last night, snap your fingers 2 times.
• Put your hands behind your back, say "I'm tied up", close your eyes, and laugh.
• Snort like a pig, say "That's gross", pretend to drive a car, and then blink 2 times.
• Touch your shoulders, growl like a lion, knock on the table, click your heels together.
• Touch your knees, hold up 8 fingers, pretend to sneeze, and say "Goodnight everyone."

This list of functional words was  professionally selected to be the most useful  for a child or adult who has difficulty with this language principle.

We encourage you to use this list when practicing at home.

Home practice will make progress toward meeting individual language goals much faster.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week.

This is not enough time  or practice for someone to strengthen their understanding of this important language concept.

Every day that your loved one goes without practice  it becomes more difficult  to help them. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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