Use the following methods to develop the child's ability to follow directions, identify people and objects, etc.
| Have your child set the dinner table each night. Start by giving your child one step directions with you demonstrating the task first. “Put the plates on the table.” |
| Once your child can do one step directions with a model, remove the model and just give verbal directions. Don’t be afraid to be silly! Directions such as ” Put one napkin on your head.” will help you tell if your child is really understanding. |
| Increase the complexity by adding two and three step directions. “Get the spoons and forks and set them in the basket.” To support your child when multiple step directions are given, match each step with one of your fingers. ‘First get the spoons and forks (showing 1 finger); Second put them in the basket (showing 2nd finger). Repeating the directions and showing visual cues like this will support your child’s ability. |
| You can them remove those supports as your child becomes successful. |
| Play or sing songs requiring them to act out multiple step behaviors and multi-step directions, such as Going on A Bear Hunt, knees and Toes, or Simon Says (using multiple directions such as Simon Says, "touch your nose and hop on one foot). |
| Head to the local playground or park. Think about all the different vocabulary items at the park. First talk about all the things you see (sidewalk, monkey bars, slide, grass, mulch, swings, sand, trashcans, etc.) Then have a big race. Name one item in the park and let the kids race to that item. |
| If your child is older you can play I-Spy by giving clues about one of the objects. When giving clues think about naming the function of the object (slide on it), visual description (it’s tall and red) and location clues (it’s at the top of the jungle gym). Then let your child guess the item (a slide!) |
| Cooking is a great way to work on sequencing. Since it’s summer why not start up a lemonade stand with your kids? First talk about all the steps to having a lemonade stand. To start you need to make lemonade (which requires MORE sequencing!) Then you have to make signs. Lastly set up your table and sell lemonade. |
| Recall the facts of a story in the proper order |
| Start by taking a "picture walk" through the book. This is where you look at the pictures and talk about them. Talking about WHO and WHAT you see in the picture. |
| As you are make a shopping list, going grocery shopping, writing a letter to a friend, or creating a birthday card for a friend or family member talk with your child about what you are doing and let them help you. |
| Point out characters and actions (“Look an owl! I think he’s singing!”) |
| Now read the book to your child. Stop every few pages and ask a direct question about that page. |
| WHO and WHAT questions are the first type of questions children can answer. Ask questions such as: “Who is on this page?” “What is he doing?” “What is in his mouth?” The visual supports from the story book should help your child answer. |
| If your child can answer WHO and WHAT questions, add in WHERE and WHEN questions. |
| On: Put the car on the table. |
| In: Put the car in the box. |
| Up: Lift the car up in the air. |
| Over: Hold the car over the box. |
| Under: Put the car under the table. |
| Down: Put the car down on the floor. |