Following directions IEP goals: 20 sample goals by step count and type
By the IEP Atlas editorial teamLast updated
Short answer
A measurable following directions IEP goal states how many steps the direction has, how it is given (spoken, written, pictured, to the whole group) and how many directions the student must complete. Example: given a 3-step written direction for an assignment, the student will complete every step in order on 8 of 10 assignments. Score each direction met only if all steps are done.
Following directions looks like one skill, but it rests on several. The student has to hear or read the direction, understand the words, hold the steps in mind, and then choose to do them. A goal that misses which part is breaking down will not help.
Before you write the goal, sort out the cause. If the student misses words like "before" or "except," the need is language, and an SLP should be involved, since understanding spoken language is part of what SLPs assess and treat.[3] If the student understands but loses step 3, the need is working memory. If the student understands and remembers but doesn't start, that is task initiation or compliance. The 20 sample goals below are grouped so you can match the goal to the cause. Baselines are illustrative.
The pillar on executive functioning IEP goals shows a 3-step oral directions goal, so it is not repeated here.
How to choose the right following directions goal
| What you see | Likely cause | Goal type | Who leads |
|---|---|---|---|
| Misses 1- and 2-step directions in routines | Early language or attention | 1 and 2-step directions | Teacher with SLP |
| Does step 1 and 2, forgets the rest | Working memory | Multi-step with a written or picture support | Teacher |
| Confuses "before," "after," "unless," "only if" | Language concepts | Directions with concepts | SLP |
| Follows directions one-on-one but not to the group | Attention to group cues | Whole-group directions | Teacher |
| Understands but refuses or delays | Compliance, not comprehension | Following adult directions | Teacher or BCBA |
The full template set lives on the following directions goal hub and the multi-step directions goals page.
One and two-step directions
These fit preschool, early grades and students with significant support needs. Give each direction once, wait 5 to 10 seconds, and score it.
| Goal | Baseline | Measure |
|---|---|---|
| During play or a daily routine, the student will follow a 1-step direction (such as "get your cup") within 10 seconds on 8 of 10 opportunities. | 4 of 10 | Opportunities |
| During preschool routines, the student will follow a 2-step related direction (such as "get your coat and line up") on 4 of 5 opportunities across 3 routines. | 1 of 5 | Opportunities |
| Given a 2-step direction with location words (in, on, under, next to), the student will complete both steps correctly on 8 of 10 directions. | 3 of 10 | Directions completed |
| Given a 2-step direction from the teacher, the student will complete both steps in order on 4 of 5 directions in 2 settings. | 2 of 5 | Directions completed |
| When given a 2-step direction from across the room, the student will complete it without the adult moving closer on 8 of 10 opportunities. | 3 of 10 | Opportunities |
Weak: "The student will follow simple directions." Measurable: the location words goal. "Simple" means different things to different adults. Two steps with location words is specific.
Multi-step and written directions
Students in grades 3 and up meet most directions in writing. These goals target reading the directions and doing every part.
| Goal | Baseline | Measure |
|---|---|---|
| Given written directions on an assignment, the student will complete each step, with all steps done on 8 of 10 assignments. | 4 of 10 | Assignments with all steps |
| Given a 4 to 5-step direction and a written checklist, the student will follow every step, checking each off as it is done, on 4 of 5 tasks. | 1 of 5 | Tasks completed |
| On assignment items with 2 or more parts (such as "solve and explain"), the student will complete all required parts on at least 90% of items across 3 assignments. | 50% of items | Items complete, of multi-part items |
| When worksheet directions are read aloud, the student will complete the directions as read on 4 of 5 worksheets. | 2 of 5 | Worksheets correct |
| Before starting, the student will mark the action words in the directions (circle, underline, explain) and complete each marked action on 8 of 10 assignments. | 2 of 10 | Assignments met |
Weak: "The student will read and follow directions with 80% accuracy." Measurable: the multi-part items goal. The denominator is clear: items with 2 or more parts.
Directions with concepts: before, after, if and except
These are language goals as much as executive function goals. An SLP can probe the concepts in isolation first.
| Goal | Baseline | Measure |
|---|---|---|
| Given a spoken direction containing before, after or if (such as "Before you sit down, hand in your paper"), the student will follow it correctly on 8 of 10 directions. | 3 of 10 | Directions correct |
| Given a direction with a quantity or an exception (such as "Take 2 sheets" or "Do all but number 4"), the student will follow it exactly on 4 of 5 directions. | 1 of 5 | Directions correct |
| Given an if-then direction (such as "If you finish early, read your book"), the student will carry out the correct branch on 8 of 10 opportunities. | 4 of 10 | Opportunities |
| Given a direction that applies only to some students (such as "If you have a blue folder, come up"), the student will act only when it applies on 8 of 10 directions. | 5 of 10 | Directions correct |
| Given a direction that starts after a wait or cue (such as "When the bell rings, line up"), the student will wait and then complete it on 4 of 5 directions. | 1 of 5 | Directions correct |
Weak: "The student will understand basic concepts." Measurable: the before, after or if goal. It names the concepts and gives the student a real class direction to act on.
Whole-group and real-world directions
| Goal | Baseline | Measure |
|---|---|---|
| When a multi-step direction is given to the whole class, the student will follow it without an individual repeat on 8 of 10 directions. | 3 of 10 | Directions without a repeat |
| When unsure of a direction, the student will ask for it to be repeated using a taught phrase in 4 of 5 opportunities, instead of guessing or waiting. | 0 of 5 | Opportunities |
| At a work-based learning site, the student will follow a supervisor's 3-step direction in order on 9 of 10 directions. | 5 of 10 | Directions completed |
| Using a picture or written recipe, the student will cook a recipe one step at a time, completing at least 9 of 10 steps without a prompt on 3 consecutive sessions. | 4 of 10 steps | Steps completed |
| Given written directions to a nearby location, the student will walk the route and arrive without wrong turns on 4 of 5 trips. | 1 of 5 | Trips correct |
Weak: "The student will follow classroom directions." Measurable: the whole-class goal. It names the condition (given to the group) and the support being faded (individual repeats).
How to measure following directions goals
Score directions as opportunities: each direction is one chance, met only if every step is done in order (or in any order, if the goal says so). For long sequences such as recipes, use task analysis and count steps.
- Write the direction down when you give it. The opportunity data sheet has room to record the exact wording.
- Keep the step count fixed. If the goal is 3 steps, give 3-step directions. A 2-step direction on a good day inflates the data.
- Give it once. Decide in advance whether a repeat counts as a prompt. Usually it does.
- Plan 10 directions a week. Natural directions are fine, but make sure enough of them match the goal.
An illustrative week for the whole-class goal:
| Day | Whole-class multi-step directions | Followed without a repeat |
|---|---|---|
| Monday | 2 | 1 |
| Tuesday | 2 | 2 |
| Wednesday | 2 | 1 |
| Thursday | 2 | 2 |
| Friday | 2 | 1 |
| Week | 10 | 7 of 10 |
The IEP must state how progress will be measured.[1] Graph the weekly total and review the trend over 6 to 8 weeks before changing course.[2]
Short-term objectives
Raise the step count or fade the support, one at a time. For the written checklist goal:
- With an adult pointing to each step, the student follows 4-step directions on 4 of 5 tasks.
- With the checklist and no adult pointing, the student follows 4-step directions on 4 of 5 tasks.
- With the checklist, the student follows 5-step directions on 4 of 5 tasks.
Adapting by grade
| Grade band | Typical direction | Support to start with | Example criterion |
|---|---|---|---|
| Pre-K to K | 1 and 2-step, in routines | Gesture, picture | 8 of 10 opportunities |
| 1 to 3 | 2 and 3-step, spoken | Picture card, repeat back | 4 of 5 directions |
| 4 to 8 | Written, multi-part items | Mark action words, checklist | 90% of multi-part items |
| 9 to 12 | Workplace, recipes, routes | Written or picture task list | 9 of 10 directions |
Mistakes to avoid
- Treating a language gap as defiance. If the student doesn't understand "unless," a behavior plan won't help. Ask the SLP to probe concepts.
- No step count in the goal. "Will follow directions" with no number of steps can't be scored the same way twice.
- Counting repeats as success. If an adult repeats the direction 3 times, record that. It is a prompt.
- One goal for all causes. Language, memory and compliance need different goals. Pick the one the data points to.
Paste the draft into the goal checker. When steps get lost, the supports in working memory strategies for the classroom help. Goals for holding the steps in mind are in working memory IEP goals.
Frequently asked questions
What is a sample IEP goal for following directions?
Given a 3-step written direction for an assignment, the student will complete every step in order on 8 of 10 assignments. It names the step count, how the direction is given, and how many directions must be completed.
How do you measure following directions?
Count each direction as one opportunity and score it met only if every step was done. Keep the step count the same as the goal, give the direction once, and record whether a repeat or prompt was needed.
Is following directions a speech goal or a behavior goal?
It depends on the cause. If the student doesn't understand the words or concepts, it is a language goal, often led by the SLP. If the student understands but forgets steps, it is executive function. If the student understands and refuses, it is a behavior goal.
Use it in IEP Atlas
- Following directions goal hub
- Multi step directions goals (executive function)
- Following adult directions goals (behavior)
- IEP goal checker
Related guides
- Executive functioning IEP goals: examples by skill
- Working memory IEP goals: 12 examples that measure strategy use
- Working memory strategies for students in the classroom
- Task initiation IEP goals
- Organization IEP goals: 20 examples with the data behind them
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
- Spoken Language Disorders, ASHA
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.