Following Simple Instructions Without Objects
Building Understanding of Language (Receptive Language)
The next basic skill to teach is following simple instructions that do not involve objects. If they don’t understand what you’re saying, they won’t be able to do it. This is different from when you tell a child to do something with an object. For example, say you hand the child a block and say “put in” while pointing to a cup. The child may be able to figure out what you want him to do, even if he doesn’t really understand the words. With the new kinds of instructions that we will be talking about here, there are no visual cues to use as prompts. It would be difficult for the child to know what to do without understanding the language.
Being able to follow instructions for which there are few, if any context clues requires the understanding of language or “receptive” language.
It is easier to keep children safe when they do what we ask them to do. For example, if a child knows what to do when you say “stop,” “come here,” or “hold my hand,” it may help you to keep him safe when there are cars nearby. It would also be helpful when you are out in the community together and he wanders too far from you.
Mix New Instructions in with Mastered Instructions
We are going to begin with instructions that are very easy to teach. When teaching children to follow instructions that don’t involve objects, we sometimes begin by mixing the new instructions in with instructions the child can already follow that DO involve objects. For example, placing puzzle pieces in a puzzle board, shapes in a shape sorter, or blocks in a cup or bowl would all work well. When a child has already learned a skill so well that he consistently performs that skill correctly when asked (at least 8 or 9 times out 10), we say that skill is mastered. You can also mix in new instructions with trials of motor imitation that he has already mastered. This way, you will be building upon your child’s new habit of following your instructions. You will also be keeping things familiar for him as you introduce something new.
By mixing the new instructions in with instructions the child can already follow like, “Put in,” or “Do this,” you will be building upon your child’s new habit of following your instructions and also keeping things familiar for him as you introduce something new.
As before, you will want to keep the instructions simple. It’s best to add only one new instruction at a time. For example, if you’re working on teaching “clap hands,” teach that instruction, mixed in with mastered instructions. You could do trials of “clap hands” mixed in with “do this” while making a movement for him to imitate. Or you could mix “clap hands” with “put in” using a puzzle or shape sorter, or “put here” using Mr. Potato Head. Do this until he has learned to clap almost every time you ask him to do so. Once he is clapping almost every time you ask him to do so, you should add another new instruction.
Help your child to follow an instruction that is new to him, by gently prompting him to do the action you have asked him to do. Fade your prompts over time, giving him less and less help until he can do it all by himself. Here, the teacher is teaching the little boy to follow the instruction, “clap.” He doesn’t need prompting to follow the instructions, “put in” or “do this” but he is still being prompted to clap. The teacher is using a model prompt. She models the action so that the child can imitate her. Notice how she fades her model prompt. At first, she models clapping. Then she only moves her hands into the clapping position. By the end she fades her prompts altogether.
In the following clip the teacher is working on the same thing. However, now she is using physical prompts to teach the child to follow the instruction, “clap”. She continues to mix in trials of mastered motor imitation.
Once your child has learned to follow one new instruction, mixed in with things he already knows how to do, add another instruction, and so on. Continue to add one new instruction at a time. After he has mastered three new instructions, without objects, you can begin practicing them together, in an unpredictable order. You no longer need to mix in instructions that involve objects. If he makes errors, you can always throw in trials of instructions with objects or motor imitation. You can mix in any other skills that your child has already learned well. Just remember that if he’s struggling and you want to get him back on track earning positive reinforcement, you can always throw in trials of instructions with objects, motor imitation, or any other skills that your child has already learned well. This should help to get him back on track, earning positive reinforcement. In the following clip, the child is learning a new instruction, mixed in with two other instructions that he has mastered. The teacher is prompting the new instruction. She begins by giving a lot of help at first, and fading her prompts over time. See if you can tell which one is the new instruction.
After your child has mastered three new instructions, all without objects, you can begin doing sets of teaching trials giving only these kind of istructions, and not mixed in with “do this” or “put in”. Remember to always present these instructions in an unpredictable order.
Did you notice that the child only needed prompts to follow the instruction ‘walk around chair’? That is because he had already learned how to follow the other instructions. He had already mastered clap and arms up. Also, the teacher praised the little boy for following those mastered instructions. But he often received praise and a small piece of cookie for following the new instruction.
Begin with Instructions for Actions your Child Already Knows How to Imitate
The easiest instructions for the child to learn will be actions that he already knows how to imitate. For example, say you have already taught the child to stand up when you say, “Do this” while modeling the action for him. If so, now you can teach the child to stand up when you say, “Stand up.” Prompt by standing up yourself and lifting him gently with your hands under his arms. Then when he does it, enthusiastically praise him and give him a little reward, like a treat or a tickle or a hug. Over time, you will give him less and less help. For example, say, “Stand up” and just start to get up a little bit yourself while giving him a gentle upwards push or pull. You can continue to fade your prompts, by not standing up yourself at all, but just placing your hands under his arms with a little upward pressure.
Continue to reinforce the child for following the instruction, even if he needed prompts. The important thing is that he is paying attention to you, following your prompts, and trying his best to do what you ask of him. Fade your prompts until your child is following your instruction without any prompts.
A List of Simple Instructions for the Beginner
Here are some instructions that you can pick from at this early stage of learning. In order for your child to follow these instructions without prompts, he will need to learn to understand the words you saying to him.
| stand up | turn around | sit down | clap |
| touch your head | wave | jump | stomp feet |
| arms up | tap table | walk around your chair |
Before you choose the ones you will begin with, you might want to try them and see if there are any your child already knows. If there are, begin with those. Then add only one new instruction at a time. If not, see which ones seem to be easiest for your child to do with some help, and begin with those. And, as always, remember to present the instructions in an unpredictable order.
Make It Successful and Fun
While your child is still getting used to having his learning sessions, it’s best not to stay on any one type of skill for more than 10 trials at a time; especially if your child seems to lose interest quickly or if he hasn’t yet begun to really enjoy your special learning sessions.
Go slow with teaching your child to follow simple instructions. Some children will learn these things easily. Others will have a lot of trouble learning to understand even simple language. Whether this seems easy or difficult for your child, you should add new instructions only one at a time. Mix the new instructions in with instructions your child has already learned well. And, as always, present the trials in an unpredictable order.
If your child seems to be getting confused or frustrated, drop back. Do something simple that your child has already learned how to do. In general, it’s best not to stay on any one type of skill for more than 10 trials at a time. This is especially true if your child seems to lose interest quickly or if he hasn’t yet begun to really enjoy your special learning sessions. And remember: whenever you introduce a new instruction, be sure to give him as much help as he needs to be successful. This is a very important part of errorless learning, so we’ll repeat it. Give as much help as necessary to make sure your child is successful. Be sure he has plenty of chances to earn a lot of praise and treats or toys. And fade your help very gradually so that he can stay successful.