What are the steps that comprise this skill?
The steps that comprise the skill vary depending on the level of functioning of the student. For example, one student may develop adaptive strategies of asking for the repetition of a direction verbally, of repeating the direction, or of asking the supervisor to write it down to assure comprehension. Another may be able to listen to instructions from a supervisor, write them down as their supervisor is speaking, and then follow the list they have written themselves. This sequence is very advanced, as it requires strong auditory processing skills, writing skills, and processing speed. Another student may be more successful if their supervisor gives them a written list of instructions, which the student can follow and refer to between each step. Yet another student may be most successful with a first-then system for following instructions on what to do that day. First sort the recycling, then clean the tables. This system is often used in conjunction with pictures.
The instructor must assess the student’s capacity to follow verbal instructions. For many, the inconsistency in processing verbal information is so significant that the process must focus on using visual skills. In order to follow instructions successfully, the student must:
For the student who can most frequently comprehend verbal instructions but has trouble ‘holding on’ to the instructions or who consistently gets most or part of an instruction when presented verbally, an adaptive strategy may be the focus:
What sub-skill should you target first for the student to initiate? Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step?
This process depends heavily on your assessment of the individual’s skills. A key is whether the student follows simple one-step instructions every time, whether he follows unfamiliar one-step instructions every time, whether he follows familiar two-step instructions every time, etc. The key here is at least partially in the words ‘every time.’ All of us use adaptive strategies for following verbal instructions. Sometimes we are distracted and do not hear the instruction. Our response is to ask for clarification. If we feel that the instruction is complex, we may repeat the instruction quietly to ourselves, possibly even multiple times while performing part of the instruction. If our working memory does not hold the instruction, we use adaptive skills to assure repetition.
While working memory may be an issue, verbal processing is likely to be an issue for individuals. Some individuals may repeat the words but not be able to process the information and perform as expected. If verbal processing is the major issue, what visual supports are necessary to assure comprehension and performance ‘every time’?
Your goal is to assess and formulate a hypothesis about the strategy(ies) that you must teach to help the student succeed in following instructions every time. Do you teach one strategy at a time or do you teach the student to apply more than one strategy to assure consistent success in following instructions?