Goal: To improve classroom skills
Objective(s):
1. The student will follow verbal and written directions.
2. The student will begin a task promptly when directed.
3. The student will follow assignments with one or two directions.
4. The student will follow instructions. (Special School District, 1989 p 66)
Process Steps:
1. Listen carefully to the instructions.
2. Ask questions about anything you don't understand.
3. Repeat the instructions to the person (or to yourself).
4. Follow the instructions. (Goldstein, 1988 p. 155)
Discuss
Definition: Following instructions means listening to directions/instructions and correctly carrying them out.
Rationale: It is important to follow directions so you
know what to do, you show you can be trusted, and you complete
the task correctly.
• Students generate examples of why, when and how to follow
directions from authority figures.
• Students generate list of people who may also assume the
role of an authority figure.
• Students generate examples of when it is and is not
appropriate to follow directions from authority figures.
• Give students a set of written directions in which the
first direction is "Read all steps first" and the last
is "Do not do any of these but choose a free time activity
instead." Discuss the importance of following all
instructions.
• Remind students that they should think about what is being
said.
Where/When/Comments:
• Instructions must be followed when given by authority
figures, or persons who assume the role of an authority figure,
such as baby sitter, substitute teacher, etc.
• Discuss situations of examples when it is not appropriate
to follow instructions, such as a stranger on the street.
Model/Role-play with Feedback
Role-play situations:
• Your teacher explains an assignment: You are not
sure what to do.
• Your mom or dad gives you instructions.
• Your friend gives you directions for getting to his/her
house.
• Your parent asks you to clean your room.
• Your parent sends you to the grocery store.
• Your coach tells you to do a new exercise.
• Your boss asks you to take cash to the bank.
• Your parent gives you babysitting instructions.
• Students bake cupcakes from recipe.
• Students give demonstration speeches. Try to choose an
activity the class can follow along and do.
• Choose an art project and demonstrate to the students how
to do it.
• Play "Twister"," Monopoly",
"Candyland".
Application with Feedback
• Student is assigned situations or classes where he must
perform the skill. The supervising adult completes a feedback
form which the student returns to his teacher or the adult gives
the student verbal feedback.
• Teacher gives the student an unexpected or surprise
assignment and observes the performance. Suggestions for
assignments: Teacher asks student to find a pen which she has
buried under several items and bring it to her; coach asks
student to complete extra practice or run laps; principal asks
student to pick up something in the hall or to carry something to
a room.
• Student independently uses skill and reports the result
back to the teacher. Student is given points for reporting the
use of the skill.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County