Rethinking Following Directions Goals in Speech Therapy

by Erin Larsen March 14, 2026

Hey, speech friend! 👋🏼

If you’ve been in the speech world for any length of time, you’ve probably noticed something: the moment a student shows receptive language difficulty, a “following directions” goal often appears on the IEP.

And lately? There’s been some well-deserved pushback from SLPs.

Not because following directions isn’t important, of course it is. But because it’s often treated as the problem instead of the symptom.

Before we automatically add another directions goal, it’s worth pausing and asking a more important clinical question:

Why is this child struggling to follow directions in the first place?

Let’s dig into what might really be going on.

The Underlying Issues to Consider First

There are many different reasons a child may have difficulty following directions. When we skip the deeper analysis, we risk targeting the wrong skill and seeing limited progress as a result.

Here are some of the most common underlying factors to evaluate.

Working Memory Deficits

Some students struggle to hold onto verbal information long enough to act on it. If a child can follow one-step directions but falls apart with multi-step tasks, working memory may be the true area of need.

Signs to watch for:

They ask for frequent repetition
They complete only part of the direction
They seem to “forget” mid-task

In these cases, drilling directions alone won’t solve the root issue.

Processing Speed Challenges

For some students, the problem isn’t understanding... it’s timing.

Children with slower processing speed may fully comprehend directions but need extra time to respond. When adults repeat, rephrase, or move on too quickly, it can look like noncompliance or lack of understanding.

Before assuming a receptive deficit, consider:

Does the child respond correctly with extra wait time?
Do they perform better when directions are paced more slowly?
Are errors happening when instructions come rapidly?

Sometimes the most powerful intervention is simply… pause and wait.

Receptive Language Delays

This is the one we often think of first and sometimes it is the primary factor.

If a child doesn’t understand key vocabulary, sentence structure, or linguistic complexity, following directions will naturally break down.

Look closely at:

Vocabulary knowledge
Understanding of spatial/temporal concepts
Sentence complexity tolerance
Ability to process embedded clauses

When comprehension is the issue, targeted receptive language therapy will be far more effective than repeated direction drills.

Auditory Processing Differences

Students with auditory processing challenges may have difficulty interpreting spoken information, especially when directions are lengthy or given in noisy environments.

Red flags may include:

Better performance with visual supports
Difficulty in busy classrooms
Frequent requests for repetition
Inconsistent response to verbal input

If APD is suspected, collaboration and accommodations are key.

Limited Vocabulary Knowledge

Sometimes the breakdown is surprisingly simple: the child doesn’t know the words being used.

If a direction includes unfamiliar verbs, descriptors, or classroom vocabulary, success will be inconsistent.

Before writing a directions goal, ask:

Does the child understand the key words in the instruction?
Have these concepts been explicitly taught?
Would performance improve with visual supports?

Vocabulary gaps can masquerade as direction-following difficulties.

Hearing Considerations

Undiagnosed or fluctuating hearing loss can absolutely impact a child’s ability to follow directions.

If concerns arise, consider:

Has hearing been recently screened?
Are difficulties more pronounced in group settings?
Does the child rely heavily on visual cues?

Never underestimate the impact of hearing on classroom performance.

Pragmatic Language Factors

Following directions isn’t always purely linguistic. Some students struggle with the social interpretation of instructions, especially when directions are indirect or implied.

For example:

“Can you clean up your desk?”
“It’s time to get ready.”
“Why don’t you line up?”

Students with pragmatic language differences may need more explicit language and direct teaching of expectations.

Don’t Forget the Environmental Factors

Even when language skills are solid, context matters... a lot.

Ask yourself:

Is the speaker talking too quickly?
Are directions being changed midstream?
Are expectations developmentally appropriate?
Is the environment overstimulating?
Are sensory needs being supported?
Is the child emotionally regulated in the moment?

Sometimes what looks like a skill deficit is actually an environmental mismatch.

Simple Accommodations That Can Make a Big Difference

Before jumping straight to a directions goal, try layering in supportive strategies and see what happens.

Many students show immediate improvement with the right scaffolds in place.

Start with:

Multisensory supports (visuals, gestures, models)
Reduced background distractions
Clear, concise language
Shorter directions
Built-in processing time (pause before repeating!)
Checking emotional regulation first

You might be surprised how often success improves when the task is made more accessible.

The Bottom Line for SLPs

Following directions is an important functional skill, but it’s rarely the whole story.

When we slow down and investigate the why behind the breakdown, we can:

Write more precise goals
Provide more effective therapy
Support classroom success more meaningfully
And avoid over-targeting a surface-level skill

So the next time you see direction-following concerns pop up, take a moment to dig deeper.

Because sometimes… when we address the real underlying need, those “following directions” goals start to fade on their own.

Happy Speeching!

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