Below is a general skill sequence for getting learners started in following instructions in a classroom or playground setting.
In prepping learners for the classroom, it's pivotal to initially assess and instruct learners on following directions from a 10-15 feet distance. After mastering multi-step imitation and listener responding, it may be beneficial to transition to programs where instructions are given from afar. This foundation then paves the way for the integration of more intricate pre-academic, academic, group sessions, and multi-peer gameplay routines thus paving the way for more school appropriate behaviors.
Treatment Plan Goal Ideas
This is a list of treatment plan goals. These are different from the goals you will find in the skill sequence below. Your treatment plan goals encompass any number of goals from the skill sequence. Sometime they will include multiple goals from the sequence (”Learner will label 5 toys”) and sometimes the treatment plan goal will be simply consist of a really important goal from the skill sequence (”Will label caregiver”). An analogy I like to use goes as follows: Each skill sequence goal (commonly known as a “target”) represent each stair in a flight of stairs. The treatment plan goal is the flight itself.
Treatment plan goal ideas for this particular skill area are as follows:
- Learner will engage in five, multi-step gross motor behaviors when the instruction is given at a distance of 10-15 feet.
- Learner will engage in five, one-step classroom behaviors when the instruction is given at a distance of 10-15 feet.
- Learner will engage in 15 classroom behaviors when the instruction is given at a distance of 10-15 feet.
Component Skills
Your learner may need to be fluent in these component skills first before introducing this goal/skill area. Component skills for this skill sequence may include skill areas that are fundamental to other areas. Fluency in the skill areas listed below may increase the likelihood that your learner will succeed in this skill sequence and those afterward.
Single Actions with Common Toys
Performs Preferred Action with Preferred Item (LR)
Performs Action During Familiar Routines (LR)
Intro to Sitting 
Approaching Others When Asked
Performs Actions with Uni-Functional Toys (LR)
Performs Gross Motor Action (LR)Approaching Others When AskedSkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to follow instructions. Note that every learner is different and that you likely will need to tweak and vary some programming to their needs. Click the triangle icon to view the full description for each skill in the sequence/area.
Concurrent Skills
Working on these skills at the same time could help with goal mastery. Maybe your learner has mastered these skills already. Perhaps they are already listed as component skills above. That’s okay! Targeting other learning channels might help your learner.
Imitates 2 Step Actions
Performs 2 Step Actions (LR)Intro to Handwriting
Intro to Drawing
Intro to Coloring
Intro to TracingIntro to Sitting 
Intro to Token EconomiesApproaching Others When AskedComposite Skills
These are the possible next steps for learners who have mastered, or are mastering, the skills listed above. Note that new skill areas may require fluency in other component skills not listed above. Also, you can introduce composite skill sequences prematurely to keep your learner progressing, as generativity may occur earlier than expected.
Intro to Circle TimeFollow the link below to better understand component-composite analysis.
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