Mastering the long-term goal of following directions provides a skillset that builds upon itself. To be able to follow multi-step directions, it is important to have a strong foundation in the ability to follow one-step directions. Be sure to practice having your child follow directions in different environments and when instructed by different people to ensure generalization of your child’s ability to follow directions in a variety of situations. Positive reinforcement is very important when establishing a wide variety of directions your child can follow. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

The following strategies may help your child make progress towards mastering the long-term goal of following directions:

• Remember to be explicit with your expectations. It is important to be explicit, concise, and clear with what you want your child to do. For example, if you are working on teaching 1-step directions, remember that you should be helping your child learn to accomplish a one-step task. So,  avoid making your instructions overly complicated. Start with simple (1-step) directions like, “Stand up,” or, “Sit down,” instead of multi-step directions such as “Stand up and walk to the door.” Provide positive reinforcement and encouragement (e.g., verbal praise). If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. Once your child has successfully learned to follow 1-step directions, you can move on to more complex directions.
• Do not overload your child. Practice a few directions at a time, building up the amount your child can accomplish in a given period of  time. Individualize your program based on your child’s needs and abilities.
• Practice errorless learning. In errorless learning, you demonstrate what you would like your child to do. For example, when you say, “Stand up,” you stand up. Eventually you will want to phase out this physical demonstration.

Errorless Learning: Complete Guide – Master ABA

Errorless Learning Demonstration - Therese M. O’Neil-Pirozzi, ScD, CCC-SLP | MedBridge - YouTube

• Other Resources: 

How to: Follow Through with an Instruction - YouTube

HOW TO GET A CHILD TO LISTEN & FOLLOW DIRECTIONS AT HOME: Easy Toddler Tips from a Speech Therapist - YouTube

Following Directions Autism Teaching Resources | TPT (teacherspayteachers.com)

How to: Teach Prompts and the Prompt Fading Hierarchy - YouTube

Data Collection for Behavior Management - YouTube

In order to help your child master the long-term goal of following directions, you can work with your child on the short-term goals of following 1-step directions, following 1-step directions within 1 minute, following 2-step directions, and following 3-step directions. For the short-term goal of following 1-step directions, you can choose a target such as following the 1-step direction of waving their hand, standing up, or naming a color. Here are some examples of 1-step directions you can work on with your child:

(50) 1 Step Directions for Speech Therapy Practice (home-speech-home.com)

1-step directions

• Step 1: Decide what 1-step direction you would like your child to work on. For example, you can choose the target of following the 1-step direction of waving their hand while working on the short-term goal of 1-step directions. 
• Step 2: An initial / specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture (i.e., picture of a person / child waving) or a verbal SD such as “wave your hand” or “let’s wave!”
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt to independently  follow the 1-step direction for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times your child is able to follow the 1-step direction independently in a given time interval (e.g., 5 min, 10 min, 15 min, etc.). As another example, you can count how many times in a row your child can follow the 1-step direction independently. Once your child can consistently and independently follow the 1-step direction independently (3, 4, or 5 times in a row) you can move to teaching the short-term goal of following 1-step directions within 1 minute. 
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of following the 1-step direction of waving hand), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial.
• Step 5: Collect data on how your child makes progress on this task. For example, track progress by counting how many times your child is able to follow the 1-step direction independently in a given time interval. Alternatively, you can track progress by counting how many times in a row your child can follow the 1-step direction independently. Or, alternatively, you can track progress by counting the number of successful attempts at following the 1-step direction of waving hand during a session.
• Step 6: Track how your child makes progress to meet the target of following the 1-step direction of waving hand by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at following the 1-step direction of waving hand over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete the 1-step direction of waving hand, and compare that with the percentage threshold necessary to meet the target.

How to Teach 1-Step Instructions Using ABA - YouTube

1-step directions within 1 minute

Once your child has successful experiences with 1-step directions (see above) you can begin asking them to complete 1-step directions within 1 minute. 

• Step 1: Select the 1-step direction you want your child to practice. For example, you can choose the target of following the 1-step direction of standing up while working on the short-term goal of 1-step directions within 1 minute.
• Step 2: An initial / specific discriminative stimulus (SD) should be selected that will cue your child that the task must start. This SD can be a picture (i.e., picture of a person / child standing up) or a verbal SD such as “stand up” or “let’s stand up!”
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt to independently  follow within 1 minute the 1-step direction for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times your child is able to follow the 1-step direction within 1 minute independently in a given time interval (e.g., 5 min, 10 min, 15 min, etc.). As another example, you can count how many times in a row your child can follow the 1-step direction within 1 minute independently. 
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of following the 1-step direction of standing up within 1 minute), provide the SD from Step 2 and allow your child to attempt independently.  When your child is successful, provide reinforcement. Be generous with rewards when your child accomplishes the task within 1 minute. You can use high-powered reinforcers when your child completes the direction in time to increase the impact of acknowledging their accomplishments within a specific time. Phase out the reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial.
• Step 5: Collect data on how your child makes progress on this task. For example, track progress by counting how many times your child is able to follow the 1-step direction within 1 minute independently in a given time interval. Alternatively, you can track progress by counting how many times in a row your child can follow the 1-step direction of standing up within 1 minute independently. Or, alternatively, you can track progress by counting the number of successful attempts at following the 1-step direction of standing up within 1 minute during a session.
• Step 6: Track how your child makes progress to meet the target of following the 1-step direction of standing up within 1 minute by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at following the 1-step direction of standing up within 1 minute over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete the 1-step direction of standing up within 1 minute, and compare that with the percentage threshold necessary to meet the target.

2-step directions

Once your child has successful experiences with 1-step directions and 1-step directions within 1 minute (see above) you can begin combining mastered directions for the short-term goal of following 2-step directions. Which individual 1-step directions has your child mastered? Combine these to make 2-step directions. Do not expect your child to immediately be able to accomplish 2-step directions that consist of or include unfamiliar 1-step directions. Build up your child’s repertoire slowly, making sure that there is some degree of mastery before creating more combinations. Provide positive reinforcement and encouragement (e.g., verbal praise). If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. For the short-term goal of following 2-step directions, you can choose a target such as following the 2-step direction of waving and then saying goodbye, or standing up and then jumping. Here are some examples of 2-step directions you can work on with your child:

(50) 2 Step Directions for Speech Therapy Practice (home-speech-home.com)

• Step 1: Select the 2-step directions you want your child to practice. For example, you can choose the target of following the 2-step directions of waving and then saying goodbye while working on the short-term goal of 2-step directions.
• Step 2: An initial / specific SD should be selected that will cue your child that the task must start. This SD can be a picture (i.e., picture of a person / child waving, where “bye!” may be written on the picture) or a verbal SD such as “wave your hand and then say goodbye” or “let’s wave and then say goodbye!”
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt to independently  follow the 2-step directions for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times your child is able to follow the 2-step directions independently in a given time interval (e.g., 5 min, 10 min, 15 min, etc.). As another example, you can count how many times in a row your child can follow the 2-step directions independently. Once your child can consistently and independently follow the 2-step directions independently (3, 4, or 5 times in a row) you can move to teaching the short-term goal of following 3-step directions.
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of following the 2-step directions of waving and then saying goodbye), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. Note that in order for the child to successfully follow 2-step directions independently, they should follow both steps in the correct order (for example, waving their hand first and then saying goodbye second). If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to wave first and then say goodbye).
• Step 5: Collect data on how your child makes progress on this task. For example, track progress by counting how many times your child is able to follow the 2-step directions independently in a given time interval. Alternatively, you can track progress by counting how many times in a row your child can follow the 2-step directions independently. Or, alternatively, you can track progress by counting the number of successful attempts at following the 2-step directions of waving and saying goodbye during a session.
• Step 6: Track how your child makes progress to meet the target of following the 2-step directions of waving and saying goodbye by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at following the 2-step directions of waving and saying goodbye over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete the 2-step directions of waving and saying goodbye, and compare that with the percentage threshold necessary to meet the target.

Following Directions - YouTube

Following two-step directions and spatial concepts - YouTube

Teaching Following Directions - The Autism Helper

3-step directions

Once your child has successful experiences with 1-step directions, 1-step directions within 1 minute, and 2-step directions (see above) you can begin combining mastered directions for the short-term goal of following 3-step directions. Which 1-step directions has your child mastered independently? Which 2-step combinations has your child mastered independently? Combine these to make 3-step directions. Do not expect your child to immediately be able to accomplish 3-step directions that consist of or include unfamiliar 1- or 2-step directions. You can also include a familiar 1-step direction with a familiar combination of 2-step directions. Use positive reinforcement to encourage your child  (e.g., an age and effort appropriate reward, such as a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc). Plan to phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. For the short-term goal of following 3-step directions, you can choose a target such as following the 3-step direction of waving followed by saying goodbye and then walking across the room, or standing up followed by jumping and then clapping. Here are some examples of 2-step directions you can work on with your child:

(50) 3 Step Directions for Speech Therapy Practice (home-speech-home.com)

• Step 1: Select the 3-step directions you want your child to practice. For example, you can choose the target of following the 3-step directions of waving followed by saying goodbye and then walking across the room while working on the short-term goal of 3-step directions.
• Step 2: An initial / specific SD should be selected that will cue your child that the task must start. This SD can consist of 1-2 pictures (i.e., a picture of a person / child waving, where “bye!” may be written on the picture, a picture of the person / child walking). Alternatively, the SD can be a verbal SD such as “wave your hand and then say goodbye and then walk across the room” or “let’s wave and say goodbye and then walk over there!”
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt to independently  follow the 3-step directions for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times your child is able to follow the 3-step directions independently in a given time interval (e.g., 5 min, 10 min, 15 min, etc.). As another example, you can count how many times in a row your child can follow the 3-step directions independently.
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of following the 3-step directions of waving followed by saying goodbye and then walking across the room), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. Note that in order for the child to successfully follow 3-step directions independently, they should follow all three steps in the correct order (for example, waving their hand first and then saying goodbye second and then walking across the room third). If the reinforcer for the behavior is a tangible item such as a small snack or a token for a token board ensure that it is provided with a great deal of verbal praise. Ideally, you want your child's positive behaviors to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to wave first, then say goodbye, followed by walking across the room).
• Step 5: Collect data on how your child makes progress on this task. For example, track progress by counting how many times your child is able to follow the 3-step directions independently in a given time interval. Alternatively, you can track progress by counting how many times in a row your child can follow the 3-step directions independently. Or, alternatively, you can track progress by counting the number of successful attempts at following the 3-step directions of waving followed by saying goodbye and then walking across the room during a session.
• Step 6: Track how your child makes progress to meet the target of following the 3-step directions of waving followed by saying goodbye and then walking across the room by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at following the 3-step directions of waving followed by saying goodbye and then walking across the room over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete the 3-step directions of waving followed by saying goodbye and then walking across the room, and compare that with the percentage threshold necessary to meet the target.