How to Write Following-Directions Goals for an IEP

Reviewed by a licensed speech-language pathologist

Quick answer: A strong following-directions goal names one skill, sets the number of steps, lists what support is allowed, and adds a clear accuracy target such as four out of five chances. It links to a real classroom or daily need and describes exactly how the team will measure progress, so anyone reading it knows what success looks like.

Following instructions is one of the quieter skills a child needs to learn and take part in a classroom. A child who cannot yet act on “put your book away and line up” may look like they are not listening when they are actually still building the language behind the request. That is why following directions goals for an IEP show up so often, and why the wording of those goals matters as much as the idea behind them.

What is a following-directions goal, and why include one?

A following-directions goal is a written target that describes how a child will understand spoken or gestured instructions and act on them. It sits under the receptive language part of an IEP, meaning the language a child takes in rather than the language they produce. Under the Individuals with Disabilities Education Act, every goal on an IEP should connect to a need identified in the child’s present levels of performance, so a following-directions goal belongs there only when an evaluation and classroom observation show the child struggles with it.

The point of the goal is practical. Children who can follow directions can join group activities, complete tasks, stay safe, and show what they know. A well-written goal turns a vague worry into something a team can teach and track.

What makes a goal specific and measurable?

A goal that says “the child will follow directions better” cannot be scored. A useful goal answers several questions at once. What kind of direction? How many steps? With what support? To what level of accuracy? Measured how, and how often?

A workable version might read: “Given a familiar routine and one verbal prompt, the child will follow two-step directions in the classroom with 80 percent accuracy across four out of five data collection sessions, as measured by teacher observation.” That single sentence tells everyone the skill, the condition, the support allowed, the accuracy target, and the method of measurement. The American Speech-Language-Hearing Association describes IEP goals as measurable statements tied to a child’s individual needs, which is exactly what these details create.

How do you build the goal step by step?

It helps to draft the goal in parts and then combine them.

Start with a baseline. Note what the child does now. For example, the child follows one-step directions with a gesture cue about half the time. The goal should move just beyond that, not leap past it.

Name the target skill. Decide whether the child is working on one-step, two-step, or multi-step directions, and whether the directions are routine or novel, related or unrelated in sequence.

Set the conditions and support. Will the child have a visual cue, a verbal prompt, a model, or none? Naming the support lets the team fade it over time.

Add the accuracy and timeframe. Pick a percentage and a number of sessions, and tie the goal to the annual IEP period.

State the measurement. Say who will collect data and how, whether that is observation, a checklist, or work samples.

What is the difference between one-step, two-step, and multi-step directions?

The number of steps changes how much a goal asks of a child. A one-step direction requires a single action, such as “sit down.” A two-step direction chains two actions, such as “get your backpack and hang it up.” Multi-step directions stack three or more actions and often add temporal or conditional words like “first,” “before,” and “unless.” Each level draws on memory and language in a heavier way. The developmental milestones published by the Centers for Disease Control and Prevention give rough age ranges for these skills, which can help a team pick a target that is a reasonable stretch rather than a frustration. ASHA’s milestones offer similar reference points for receptive language.

How can families support the goal outside of school?

Therapy and classroom instruction are only part of a child’s week, and repetition in daily life is where directions often click. Parents can weave short direction practice into cooking, cleanup, and getting dressed, using clear phrasing and a pause that gives the child time to respond. Keeping it warm and playful matters more than getting every attempt right.

Some families also use a structured practice tool between sessions. Voice-first, play-based options such as the Little Words app give a child low-pressure daily practice with listening and responding at home, which can complement the receptive-language work in an IEP. Home practice is a supplement to a child’s therapy and school services, not a substitute for them, and it works best when it stays light. The American Academy of Pediatrics encourages families to stay active partners in early intervention, and steady practice in ordinary routines is one way to do that.

Who writes and reviews the goal?

The IEP team writes the goal together. For language-based targets, the speech-language pathologist usually drafts the wording, but parents are full members of the team. That means a parent can ask what a term means, request that a support be added or faded, and push for a measurement method they can understand. If a goal is met early or turns out to be too hard, the team can meet to revise it. The CDC encourages families who are concerned about development to speak up early rather than wait, and the same spirit applies at the IEP table.

Key takeaways

• A following-directions goal targets receptive language, meaning what a child understands and acts on.
• Strong goals name the skill, the number of steps, the support allowed, an accuracy target, and how progress is measured.
• Start from a real baseline and set a target just beyond it rather than a large jump.
• One-step, two-step, and multi-step directions ask increasingly more of memory and language, so choose the level carefully.
• Parents are team members who can shape the wording, and daily home practice can support the goal.

Frequently asked questions

What is a following-directions goal on an IEP?

It is a written target describing how well a child will understand and act on instructions. It names the type of direction, the support allowed, and the accuracy the team expects.

How do I make a following-directions goal measurable?

Add numbers and conditions: how many steps, what prompt is allowed, the accuracy such as four out of five chances, and how progress will be checked.

What is the difference between one-step and two-step directions?

A one-step direction asks for a single action, like get your cup. A two-step direction chains two actions, like get your cup and put it on the shelf.

Who writes the following-directions goal?

The IEP team writes it together, usually led by the speech-language pathologist for language goals. Parents are members of the team and can suggest changes.

Can we practice following directions at home?

Yes. Everyday routines are full of natural directions, and short daily practice can support the work done in therapy. Keep it playful rather than testing.

Sources

• U.S. Department of Education: Individuals with Disabilities Education Act (sites.ed.gov)
• American Speech-Language-Hearing Association: Public Resources (asha.org)
• American Speech-Language-Hearing Association: Speech and Language Developmental Milestones (asha.org)
• Centers for Disease Control and Prevention: Developmental Milestones (cdc.gov)
• Centers for Disease Control and Prevention: If You Are Concerned (cdc.gov)
• American Academy of Pediatrics (HealthyChildren.org): Early Intervention (healthychildren.org)