Types of Directions for Speech Therapy

Understanding the different types of directions for speech therapy helps SLPs select appropriate goals and activities. Following directions is essential for everyday communication and independence, from completing classroom assignments to managing routines at home and in the community.

However, not all directions are equally challenging. The way directions are presented, the number of steps, and the language concepts included can all affect their complexity. Understanding these differences helps speech-language pathologists (SLPs), graduate clinicians, and educators select appropriate activities, identify language demands, and support students as they develop more functional communication skills.

Spoken vs. Written Directions

Directions can be presented in different ways:

• Verbal directions: Instructions given aloud, such as a teacher explaining an assignment or a caregiver asking someone to complete a chore.
• Written directions: Instructions presented in writing, such as a recipe, assignment sheet, or directions for a board game.

Simple vs. One-Step Directions

Although these terms are sometimes used interchangeably, they describe different features of a direction.

Simple directions are typically basic, one-step directions without additional language concepts or qualifiers.
One-step directions refer only to the number of actions required. A direction can involve one action and still contain more complex language.

For example:

• “Point to the ball.” This is both simple and one step.
• “Point to the red ball.” This is still one step, but more complex because it includes the qualitative concept red.

This distinction is important when selecting therapy targets. A student might follow basic one-step directions successfully but have difficulty when spatial, temporal, or other language concepts are added.

Types of Directions for Speech Therapy: Number of Steps

Directions can include one or multiple steps. Each step refers to an action the listener must complete. As the number of steps increases, the demands on comprehension, working memory, and sequencing may also increase.

• One-Step Direction: “Highlight the assignment’s due date.”
• Two-Step Direction: “Open your notebook and write today’s date.”
• Three-Step Direction: “Open your notebook, write today’s date, and underline the heading.”

Clinical Tip: The number of steps is only one factor that affects difficulty. Vocabulary, language concepts, sentence structure, and familiarity with the task can also make directions more challenging.

For example, “Underline three words” is still a one-step direction, even though it includes the quantitative concept three.

Language Concepts in Directions

The complexity of a direction depends on more than the number of steps. Directions can include concepts involving order, location, time, quantity, conditions, or descriptive details.

Sequential Directions: Indicate the order in which actions should be completed (e.g., first, next, then, last).
Example: “First, open your planner. Then, write down the assignment’s due date.”

Spatial Directions: Describe the location or position of objects (e.g., above, below, behind, between).
Example: “Place your completed worksheet behind the workbook.”

Temporal Directions: Describe when something happens or how events relate in time (e.g., before, after, during, until).
Example: “After lunch, turn in your permission slip.”

Quantitative Directions: Describe amounts or quantities (e.g., one, three, all, half).
Example: “Underline three important details in the paragraph.”

Conditional Directions: Require a response based on a specific condition (e.g., if, unless).
Example: “If you’ve finished your assignment, place it in the turn-in bin.”

Qualitative Directions: Describe characteristics such as color, size, shape, or other attributes.
Example: “Select the largest triangle on the page.”

Clinical Tip: Directions often contain multiple language concepts. For example, “Before lunch, put the blue folder under your desk” includes temporal (before lunch), qualitative (blue), and spatial (under) concepts while requiring only one main action.

Sequential and temporal concepts can also overlap. Sequential directions emphasize the order of actions, while temporal directions describe when actions occur or their relationship in time.

Writing Following Directions Goals

Following directions is a common receptive language target. Goals should reflect the student’s individual needs, including the number of steps, language concepts, level of support, and functional context.

Examples of measurable goals:

• Basic Directions: Given familiar spoken one-step directions, the student will complete the requested action independently in 8/10 opportunities across three consecutive sessions.
• Multi-Step Directions: Given spoken two-step directions, the student will complete both actions in the stated order independently in 8/10 opportunities across three consecutive sessions.
• Language Concepts: Given spoken one-step directions containing targeted spatial or temporal concepts, the student will complete the requested action independently in 8/10 opportunities across three consecutive sessions.

Clinical Tip: These are sample goals, not one-size-fits-all targets. Adjust the criteria, prompting, and complexity based on the student’s baseline skills and functional communication needs.

Practice Following Directions in Real Life

When choosing types of directions for speech therapy, consider the student’s functional needs and gradually increase complexity as appropriate. Following directions is most meaningful when students can apply their skills to everyday situations. Practice using familiar activities such as completing assignments, organizing materials, following schedules, and navigating community routines.

Looking for ready-to-use examples? Explore Free Functional Following Directions Activities, featuring 95 directions for school, home, and community settings.

For additional speech and language therapy materials, visit The Global Speechie on Teachers Pay Teachers.