School-Based Intervention Idea from


Give Clear Directions  (Gettinger & Seibert, 2002; Gettinger, 1988)

Students will better understand directions when those directions are delivered in a clear manner, expressed in language the student understands, given at a pace that does not overwhelm the student, and posted for later review.

When giving multi-step directions orally, write those directions on the board or give to students as a handout to consult as needed. State multi-step directions one direction at a time and confirm that the student is able to comply with each step before giving the next direction.


Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227-242.

Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists.

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