Following Directions
A Language-Based Framework for Assessment and Intervention
Following directions is a foundational receptive language skill and one of the most common goals addressed in speech therapy and educational settings.
At the same time, difficulty following directions is often misinterpreted. When a child does not follow a direction, the issue is rarely “directions” themselves. Instead, it reflects a breakdown in one or more underlying language or cognitive-linguistic skills.
This page serves as a hub for understanding why children struggle with following directions and how to approach intervention in a meaningful, evidence-informed way.
Why Following Directions Is More Complex Than It Appears
Following directions is not a single skill. To successfully follow a direction, a child must be able to:
- Understand the vocabulary used
- Interpret grammatical structure
- Process linguistic concepts (spatial, temporal, quantitative, etc.)
- Hold information in working memory
- Sustain attention long enough to act
A breakdown in any one of these areas can look like a “following directions” problem on the surface.
Effective intervention begins with identifying why the breakdown is occurring.
What Research Tells Us
Research on oral language comprehension interventions suggests that improvement in following directions does not come from repetitive direction-following drills alone.
Instead, intervention should focus on:
- Addressing underlying language deficits
- Teaching compensatory strategies when needed
- Supporting executive functioning demands that impact comprehension
Oral language comprehension interventions are most effective when they target the specific linguistic and cognitive demands contributing to comprehension breakdowns, rather than treating comprehension as a unitary skill.
Core Skills That Impact Following Directions
1. Vocabulary
A child cannot follow a direction if they do not understand the words within it.
Common issues include:
- Limited Tier 1 or Tier 2 vocabulary
- Weak understanding of relational terms
- Difficulty with academic language
Vocabulary instruction is often a prerequisite, not an add-on.
2. Linguistic Concepts
Directions frequently rely on specific concepts that require direct teaching, such as:
- Spatial: on, under, next to
- Temporal: first, before, after
- Quantitative: one, many, a few
- Qualitative: long, spotted, empty
Concept knowledge is a frequent—and overlooked—source of difficulty.
3. Grammar (Receptive Morphology & Syntax)
The grammatical structure of a direction determines its meaning.
Children may struggle when directions include:
- Embedded clauses
- Passive voice
- Temporal markers
- Pronouns or referents
Receptive grammar weaknesses often present as “not listening.”
4. Working Memory
Working memory cannot be “fixed,” but it can be supported.
Children with reduced working memory capacity may:
- Lose parts of multi-step directions
- Act on only the final element
- Require repetition or visual support
Compensation—not remediation—is the goal.
5. Attention
Attention is not a speech-language target, but it directly affects comprehension.
Support may include:
- Visual cues
- Reduced linguistic load
- Environmental accommodations
- Collaboration with medical or educational teams
Clinical Decision-Making: Finding the Real Breakdown
A correct response is less informative than an incorrect one.
Example:
Direction: “Put the marker under the book.”
Child places the marker next to the book.
Key questions:
- Does the child know marker and book?
- Do they understand under?
- Was the sentence structure too complex?
- Was attention or memory a factor?
This analysis prevents over- or under-treatment.
Intervention Approach
Effective following directions intervention:
- Targets the underlying skill, not just compliance
- Uses clear, controlled language
- Incorporates visual and contextual supports
- Adjusts linguistic load intentionally
- Prioritizes generalization to classroom and daily routines
Supporting Materials
On Speech Therapy Talk, you’ll find materials designed to support:
- Vocabulary instruction
- Concept development
- Receptive grammar
- Structured practice with reduced cognitive load
Materials are organized by skill area and can be used flexibly across ages and settings.
For members, themed concept-based direction materials (e.g., vocabulary, spatial, temporal, quantitative, and qualitative concepts) are available within the membership library.
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