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Delivering Instructions Resource Package NOTE: This package consists of strategies which may or may not assist in responding to behaviour. It is provided for informational purposes only and is not a substitute for professional advice or treatment from a qualified behaviour clinician.
Steps for Giving Good Instructions Get the individual’s attention: • Say the individual’s name so they know you are addressing them. • Wait for the individual to respond to you and show you they are listening (e.g., stops what they are doing, turns towards you, gives eye contact.) Say your instructions • See below for tips on how to give good instructions. Reward follow-through • When the individual follows through with the instruction, provide descriptive praise (e.g., Thank you for hanging up your coat!) • Provide praise as soon after the individual has followed through with the instruction as possible.
When Delivering Good Instructions Some things to keep in mind: • Offer choice whenever possible. (e.g., “Do you want to sweep or vacuum?”, “Do you want to sweep now or after dinner?”) • If possible, try to wait until an opportune time to deliver the instruction. (e.g., when their favourite show has just ended.) • Pick your battles whenever possible.
Tips for Delivering Good Instructions Be clear and concise • Make instructions short and to the point. • Don’t include more words than needed. (e.g., “put shoes on” vs. “we need to leave right now. Go put your shoes on your feet”) • Be specific. (e.g., “put shoes on” vs. “get ready”) • Pair with visual, gesture, or actual object to increase understanding. Give one instruction at a time • If multiple steps in a task (e.g., getting ready), instruct one step at a time and wait for follow through. (e.g., “put on shoes”) • Provide time to process instruction and respond. (15-30 seconds) • Consider rephrasing the instruction if initial instruction was not clear. Be realistic • Give instructions that the individual would be able to do. (e.g., within skills they know, physical abilities) Be positive • Use a neutral or positive tone of voice. • Focus on what you want the person to do, not what you want the person to stop doing. (e.g., “walk please” vs. “don’t run”) Don’t ask, tell • Avoid asking the person to do the task because they may say “no”. (e.g., “put shoes on” vs. “ do you want to put your shoes on”) • You can say please. (e.g., “please put your shoes on”) • Don’t nag. Allow the time for the person to respond. (15-30 seconds) before redelivering the instruction.
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