Goal: To improve classroom skills
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)
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)
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.
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
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