Practice following directions by making it a game, sort of like Simon Says. Tell your child to do very simple tasks, such as "touch your nose," "clap your hands," and "jump." Each time they follow your direction, celebrate by giving lots of praise and high fives! You might even say "Good job following directions!" (See Positive Reinforcement)
Behavioral Momentum means to build up momentum to what you really want the child to do, by giving easy commands first. Here are two short examples:
Give clear directions. Tell, don't ask. Make sure you have the child's attention, and use simple language. For example, instead of saying "Can you turn off your game?," say "Turn off your game."
Limit your talking when giving directions. Don't say more than you need to. Give the direction, then stop talking and wait! This is especially important during undesired tasks or when your child is experiencing strong emotions.
Wait. Most speakers will repeat themselves within 3 seconds if the lister does not respond. Give your child at least 5-10 seconds to respond before giving another prompt.
Use positive language. Tell the child what to do, instead of what not to do. For example, instead of saying "Don't hit" or "No running," you could say "Safe hands" or "Walk safely."
Use visuals to help clarify expectations and give reminders (example: visual schedule). You may ask your child's case manager to help create visual resources.
First/then - Begin by acknowledging what the child wants, then let them know they get to do the preferred task after the less-preferred task. For example, if your child wants a snack but you want them to clean up, you might say "Do you want snack?" After they indicate yes, say "First clean up, then snack." Or, if your child wants to play with toys but you want them to finish their meal, say "Do you want to play?" and follow with "First eat, then play." You may also use visuals to help communicate the first/then sequence.
Video modeling is a way of learning new skills by watching a video of someone modeling a targeted behavior or skill, and then imitating the behavior/skill watched. It is a simple and effective teaching tool that motivates children to learn through a fun and enticing visual medium. For best results, the video should be watched and practiced repeatedly.
Video modeling can be used like a social story. Only instead of a written story, it's a video!
"Video self-modeling is when the learner is recorded doing the desired behavior. This is highly effective because the video can be edited to remove any instances of undesired behaviors. Showing the video to the child allows them to see themselves doing it correctly" (Schmidt, 2020). -Jennifer Schmidt, Intervention Specialist
To learn more about video modeling, visit Jennifer Schmidt's blog.
Be consistent and follow through!