Following Directions IEP Goal Example: Define Steps, Wait Time, Prompts, and Opportunities

“Will follow directions 80% of the time” sounds measurable until someone tries to collect it. Does “direction” mean “sit down,” “take out your science notebook and turn to page 42,” or a three-step cleanup routine? How long can the student wait before beginning? Does a repeated direction count as a prompt? The goal needs to make those decisions visible.

Define the direction before you count success

Start by separating one-step, two-step, and multi-step directions. A one-step direction has one required action: “put the folder in the bin.” A two-step direction contains two actions that must be retained or sequenced: “put the folder in the bin and sit at your table.” Classroom language can be linguistically complex even when only one action is required, so the team should also consider vocabulary and sentence structure.

Baseline collection might use ten naturally occurring opportunities across morning work, whole-group instruction, and transitions. Record the number of steps, whether the direction was delivered to the whole group or individually, the student's response latency, and any prompts.

Separate processing time from noncompliance

A student who begins after eight seconds may be processing language, shifting attention, or planning a motor response. If staff repeat the direction after two seconds, the student may appear permanently prompt-dependent. Pick a reasonable response window based on observation and the student's needs. For example, success could mean beginning the first required action within ten seconds and completing both actions within one minute.

Use a prompt hierarchy the team can recognize

“Minimal prompting” is too fuzzy. Define the levels. One classroom might code I = independent after the original direction; G = gesture or visual cue; IV = indirect verbal cue such as “what comes next?”; DV = direct verbal repetition; and P = physical guidance when appropriate and authorized. The goal can target independence or a particular maximum prompt level.

This makes progress visible even before total independence. A student may move from direct verbal repetitions on most trials to visual cues, then to independent responses. A binary correct/incorrect score would hide that change.

A classroom-ready goal with real scoring rules

Notice what the goal does not say. It does not require eye contact. It does not label delayed responding as defiance. It does not mix unfamiliar academic instructions with known classroom routines. Those may be separate teaching questions.

Sample across routines so one favorite task does not carry the score

If all ten opportunities come from lining up for recess, the student may master that routine without generalizing to academic directions. Build the data sheet so opportunities are distributed across at least two or three meaningful contexts. Keep the direction type comparable while varying the activity.

When the data point to a language problem

Suppose the student follows two-step directions with concrete nouns and familiar verbs but fails when directions contain before/after, except/unless, spatial terms, or unfamiliar vocabulary. The problem may not be “following directions” in the broad behavioral sense. Bring the pattern back to the IEP Team and relevant specialists. Instruction may need to address receptive language or vocabulary, and the goal may need refinement.

When the data point to initiation or attention

A different student can repeat the direction accurately but does not start without a visual cue. That pattern suggests the memory of the direction is intact while initiation or attention shifting is the barrier. Track latency and prompt type, then test supports such as a visual first-then cue, written checklist, or brief preview before a transition.

Do not score staff inconsistency as student failure

Teachers naturally rephrase, add extra words, stack multiple requests, or deliver a second command while the student is still processing the first. During progress monitoring, use a brief shared procedure. Give the direction once, allow the agreed wait time, and record the prompt actually used. That small discipline turns a subjective behavior complaint into data the team can use.

Test whether language complexity or memory load is driving the miss

Two-step directions are not all equally difficult. “Get your folder and sit down” uses familiar actions in sequence; “Before you underline the title, circle the date” adds temporal language and reverses the order in which the actions are spoken. During baseline collection, note which forms break down. A goal about following multi-step directions should not accidentally become a hidden goal about understanding before/after, spatial vocabulary, or unfamiliar classroom words unless those are the actual targets.

Also record whether the student asks for repetition or clarification. A functional self-advocacy response may be more valuable than scoring an automatic failure when the direction was not understood.