Following Directions

Understanding and carrying out spoken, shown, or pictured instructions.

What Following Directions Means

Following directions means understanding what is being asked and carrying it out. Directions can be spoken, shown, signed, or pictured. Many children follow directions more easily with a clear model, fewer words, and enough time to respond.

How It Supports Daily Activities

  • Putting on shoes and then picking up a backpack.
  • Clearing a plate from the table and putting it in the sink.
  • Following a picture routine for the bathroom.

Three Starter Activities

Pick one that fits your child today. Offer choices, adjust as you go, and stop whenever your child wants a break.

Activity 1: Basket Helper Directions

Materials

  • A small basket
  • A few toys or soft items
  • A table

Simple steps

  1. Say or show one direction, such as 'Put the bear in the basket'.
  2. Wait for the child to try.
  3. Add a gesture or a picture if it helps.
  4. Switch roles so the child gives you a direction.
  5. Move to a new direction after a few turns.

Easier version

Use one clear step and show the action first.

Harder version

Give two steps, or include a location, such as 'Put the bear in the basket next to the chair'.

Activity 2: Two-Step Snack Prep

Materials

  • A snack the child likes, such as crackers and cheese
  • A plate
  • Picture cards for each step (optional)

Simple steps

  1. Lay out the plate and the snack.
  2. Say or show step one, such as 'Put crackers on the plate'.
  3. Say or show step two, such as 'Add the cheese'.
  4. Let the child eat the snack when done.
  5. Swap roles and let the child give you directions.

Easier version

Use one step, with pictures to match.

Harder version

Use three steps, or mix in a choice.

Activity 3: Picture Card Clean-Up

Materials

  • Three or four picture cards of clean-up tasks, such as put away blocks or put books on a shelf
  • A play area

Simple steps

  1. Place the cards in a row.
  2. Point to the first card and do it together.
  3. Move to the next card and let the child lead.
  4. Check off or turn over each card when done.
  5. Celebrate in a way the child enjoys.

Easier version

Use two cards and do the first one together.

Harder version

Mix the order of the cards, or leave out one picture and ask the child to remember it.

Practice Respectfully

  • Offer choices, such as which activity, which materials, or what comes first.
  • Take breaks anytime, and let your child end an activity.
  • Offer only the help your child accepts, and step back if they would rather try alone.
  • Never require eye contact or touch. Sitting beside your child and sharing attention on the same object counts as taking part.
  • Supervise any activity with small parts, and choose materials that suit your child's age.

Observing Participation

A few short notes after each try can show what is working. Keep them factual and kind.

  • Step attempted: Which part of the activity did your child try or complete?
  • Assistance needed: Did they do it on their own, or with a picture, a spoken reminder, a demonstration, or hands-on help they accepted?
  • Child's response: Did they seem curious, comfortable, or in need of a break? What did they choose?

For this skill: Notice whether pictures, gestures, or fewer words help, and how much time the child needs before starting.

Example note: "Tried the second step with a picture cue, took a break after two tries, asked to try again later."

Related Skills

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Written by Chinaedu Okwumabua, an occupational therapy assistant with more than 20 years of experience supporting children with autism and developmental delays.

This information is for educational purposes and is not a substitute for an individualized occupational therapy evaluation, medical advice, diagnosis, or treatment. Every child is different, so choose activities that suit your child, and adjust or stop whenever needed.