Scribd
Upload
310 views

FirstPathAutism Lesson Guide 3 Following Instructions

Uploaded by

علم ينتفع به
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
310 views

FirstPathAutism Lesson Guide 3 Following Instructions

Uploaded by

علم ينتفع به
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

Lesson Guide

3. Following Instructions
www.firstpathautism.com
•••
Overview

Ability to attend to, recall, and complete an instruction.


This skill usually starts as simple 1-step instructions and
Teaches: then progresses to 2 and 3-step instructions, as well as
“travel” instructions in which the child has to get up out of
the chair and move to another location.

The child needs to have already mastered basic


Before beginning: compliance skills (e.g., first few targets of the
“Cooperation” lesson).

The ability to successfully understand and respond to


parents, teachers, and even peers is key to nearly every
Why it’s important:
other area of learning and socialization.

None, other than if specifically required to complete the


Materials needed:
instruction.

Playing Simon Says game, pretend play scenarios like


Generalization school and taking orders at a restaurant, going on
activities: treasure hunts, grocery shopping lists.

FirstPath Lesson Guide: 3. Following Instructions Page 2 of 5


•••
Steps
Prepare
1. Sit facing the child, in a quiet place free of distractions.
2. Have several rewards and highly preferred items ready and available.
3. Have data sheets and pen/pencil ready.
4. Make sure the child is ready to attend, ideally looking at teacher and not
engaging in any other activities.

Teach
1. Deliver the instruction using as few words as possible (i.e., clear and direct).
2. Wait 3-5 seconds for child to respond
3. Provide feedback on how the child responded:
Correct response: enthusiastic praise and/or deliver reward
Incorrect or No response: corrective feedback, prompt correct response
4. Write down data.
5. Begin again at step 1.

Examples include:

Correct response Incorrect response No response

Teacher: “Turn around.” Teacher: “Turn around.” Teacher: “Turn around.”

Child: (turns body around) Child: (sits down in chair) Child: no response

Teacher: “Good job!” and delivers Teacher: “No. This is ‘Turn around.’” Teacher: “No. I said, ‘Turn around.’”
reward (while assisting/prompting child to (assists/prompts child to turn body
turn body around) around)

FirstPath Lesson Guide: 3. Following Instructions Page 3 of 5


•••
TYPICAL ORDER OF LEARNING TARGETS:

(NOTE: This area has a lot of flexibility based on the child and what his/her needs
are within the home and learning environment. The targets suggested are some
that are general and will assist most children; they may be altered and added to as
needed. In addition, this area can/may overlap with the first few targets of the
“Cooperation” lesson.)

1-step instructions:

1. Come here

2. Sit down

3. Stand up

4. Give me a hug

5. Clap hands

6. Stomp feet

7. Turn around

8. Go to ____(specified person or location; one for each target)

9. Take a drink

10. Take a bite

2 and 3-step instructions

At first, combine previous mastered targets (e.g., “sit down and stomp feet”; “stand
up and turn around”). Then, introduce new targets as well.

Instructions with travel required

At first, instructions should be delivered at the table, in one location. After the child
has mastered a few 1-step instructions at the table, s/he may be ready to follow
instructions that require traveling a short distance, such as across the room (e.g., “Go

FirstPath Lesson Guide: 3. Following Instructions Page 4 of 5


•••
put this book on the shelf”) and later, to another room of the home or school (e.g.,
“Go to the kitchen and get a drink”, “Go to the doormat and wipe your feet”).

(NOTE: After 1-step instructions are mastered, the parent/teacher will need to do
some evaluation of which next step is the best: either 2 and 3 step instructions or
travel-required instructions. It can go either way, and neither is more correct than
the other; it is simply based on what is achievable and functional for the child.
Eventually, both of these targets will be combined together, but initially only one
new variable should be introduced at a time: either multi-step instructions or
traveling. )

FirstPath Lesson Guide: 3. Following Instructions Page 5 of 5

You might also like