Help your students with communication difficulties learn to listen and follow directions in the classroom and in test-taking.
- Follow directions in the classroom and for test-taking
- Comprehend basic concepts
- Improve listening skills
Developed by SLPs with input from classroom teachers, No-Glamour Following Directions features lots of interesting, straightforward activity pages with the materials students need to master their target skills:
- a pretest/posttest for each set of directions
- learning activities with specific directions
- practice activities
- review activities
The book consists of eight units:
- Basic Directions—such as draw X on, draw line next to, and draw circle around
- Position/Location Directions—such as on/off, top/bottom, and left/right
- Size/Duration Directions—such as big/little and long/short
- Associations—such as shape, object, and size and action-object matching
- Sequencing Directions—such as before/after and first/last
- Negation Directions—such as not the same, skip, and does not belong
- Test-taking Directions—such as underline, fill in the bubble, and fill in the blank
- One-step and Multi-step Classroom Directions—such as sit in a circle and get your backpack and line up
The No-Glamour style makes it easy to isolate, evaluate, teach, and provide practice for the important skill of following directions.
Copyright © 2009
- Given the use of basic concepts in classrooms, it is not surprising that basic concept acquisition is strongly related to early childhood academic achievement (Bracken, 1998; Breen, 1985; Sterner & McCallum, 1988; Zucker & Riordan, 1990).
- Following directions should influence auditory comprehension, knowledge of basic concepts, responses to classroom instructions, and independence (Wilson & Fox, 1997).
- Students need to understand basic concepts to follow teacher directions; follow instructions in the curriculum areas of language arts, math, and science; and follow teacher-made and standardized test instructions (Boehm, 2001).
No-Glamour Following Directions incorporates the above principles and is also based on expert professional practice.
Boehm, A. (2001). Boehm test of basic concepts (3rd ed.). San Antonio, TX: The Psychological Corporation.
Bracken, B. (1998). Bracken basic concept scale-Revised. San Antonio, TX: The Psychological Corporation.
Breen, M.J. (1985). Concurrent validity of the Bracken basic concept scale. Journal of Psychoeducational Assessment, 3, 37-44.
Sterner, A.G., & McCallum, R.S. (1988). Relationship of the Gesell developmental exam and the Bracken basic concept scale to academic achievement. Journal of School Psychology, 26, 297-300.
Wilson , M.S., & Fox, B.J. (1997). Following directions. Winooski, VT: Laureate Learning Systems.
Zucker, S., & Riordan, J. (1990). One-year predictive validity of new and revised conceptual measurement. Journal of Psychoeducational Assessment, 8, 4-8.