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Background
Hierarchy
Basic One Step
Expanded
One Step
Basic
Two Step
Expanded
Two Step
Complex Directions
Following directions involves using short term memory to hold known information while manipulating this information using language. Some types of words appear more frequently in directions than others – conjunctions, negatives, adjectives, and prepositions, for example, are often used in directions. Nearly every test item on one of the most commonly used assessments of following directions, the CELF-4’s Concepts and Following Directions subtest, uses some combination of conjunctions, negatives, and prepositions. These concepts are particularly critical in academic directions.
The ability to follow any specific direction depends upon the ability to comprehend the specific words within the direction. Not all one step directions are created equal. For example, a one step direction containing a negative is often more difficult than one with a similarly placed adjective.
Obviously, following directions also requires aspects outside the domain of language, such as motivation, interest, and attention. Increasing proficiency in language should provide a natural boost to these overlapping aspects.
Prerequisites: Any specific structure within the direction
Basic syntax with early learned words, e.g.: Give me the cup.; Draw a circle.; Throw it away.; Close the door.; Say your name.; Share your candy.; Turn your paper in.; Tie your shoe.; etc.
Few additional structures, such as negatives, contractions, and/or later developing vocabulary, e.g.: Show me the one that’s not red.; Don’t pick up the brown one.; Use the bigger pencil.; Get out your large, red notebook.; Throw all of your trash away.; etc.
Directions with one basic conjunction or additional phrase, e.g.: Draw a circle and a square.; Close the door, then sit down.; Write your name before you begin the test.; Give me the cup that’s empty.; etc.
Directions with two steps and an additional structure, e.g.: Throw your friend’s trash away before you begin your assignment.; Next, show me which one you have not started yet.; Today we’re going to do an activity instead of writing the word of the day.; etc.
Multiple clauses and/later developing syntax and vocabulary, e.g.: Please turn off all cell phones after taking your seats.; After you pick up the trash and throw it away, then quietly read a book.; Read the recipe and make sure you have all the ingredients before beginning.; etc.
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