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.

How this skill area relates to your assessments!

This skill area aligns with various assessments and their respective domains, with milestone and domain codes provided for reference. Additionally, DSM-5 diagnostic criteria for Autism are included to help clinicians identify how this skill area potentially supports medical necessity in relation to the diagnosis.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

• Listener Responding, LR 8-M, Performs 10 specific motor actions on command (e.g., Show me clapping. Can you hop?)
• Listener Responding, LR, 14-M, Follows 3-step directions for 10 different directions (e.g., Get your coat, hang it up, and sit down)
• Group, G 7-M, Puts away personal items, lines up, or comes to a table with only 1 verbal prompt

AFLS (Assessment of Functional Living Skills)

• Basic Communication, BC1, Follows instructions
• Basic Communication, BC2, Follows sequence of instruction
• Basic Mobility, MB8, Comes back to caregiver when called
• Basic Mobility, MB18, Stays in the area when told to "wait here" or "stay put"
• Cooking, CG1, Follows instructions to prepare simple food dish

DSM-V Diagnostic Criteria for Autism

• A2, Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

CDC’s Developmental Milestones

• 18 months, Language/Communication Milestones, Follows one-step directions without any gestures, like giving you the toy when you say, “Give it to me.”
• 30 months, Cognitive Milestones, Follows two-step instructions like “Put the toy down and close the door.”

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 Asked

Skill 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 Tracing

Intro to Sitting

Intro to Token Economies

Approaching Others When Asked

Composite 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 Time

Follow the link below to better understand component-composite analysis.

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