Can You Say That Again? Asking for Directions Again or in Writing

Six scenarios about asking for directions to be repeated, rephrased or written down, at school, at work and in sports.

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The teacher gave three directions fast and you only caught the first one. What could you say?

This pass0 correct · 0 cued · 0 incorrect · 0/6
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each scenario aloud and discuss the choice. Point out the different kinds of request: repeat, rephrase, write it down, show an example, check back. Ask the student which one helps them most and practise that sentence until it feels natural. Then role-play with you giving directions too fast on purpose.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentSet up the situation and wait for the student to respond on their own.Log as correct
  2. Step 2Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
  3. Step 3Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
  4. Step 4ModelShow what to say or do, then run the moment again so the student can try it.Log as cued

Adjust it

Easier

Give a script or two choices of what to say, and practise with you before a peer.

Harder

Role-play with a new partner, or add a twist the student has not planned for.

Matching IEP goal

Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.

Send it home through the parent portal →

About this activity

Six scenarios where directions did not land the first time: three steps given too fast, wanting the steps written on the board, a noisy store, a repeat in the same words that still does not help, checking the homework, and directions given mid-run at practice. Each has three responses. The strongest ones ask for exactly what would help: a repeat, a rephrase, an example, a quieter place or the steps in writing. Processing spoken directions differently is common, and asking for a format that works is a skill, not a weakness.

What to listen for

Notice which strategy the student reaches for. A student who always picks guess and hope may have learned that asking draws attention. Listen for whether they can ask for something specific, such as the last two steps, rather than a general what? Checking back by restating the direction is the hardest and most useful.

Carrying it home

At home, give directions the way your teen finds easiest, and invite them to tell you when another way would help. If they ask you to write something down, do it without comment. Practising the request where it is always welcome makes it easier to use with teachers and bosses.

What's in this activity

  • The teacher gave three directions fast and you only caught the first one. What could you say?
    • Could you repeat the last two steps?
    • Nothing. Guess and hope it's right.
    • This makes no sense.
  • You understand better when you can read directions. What could you ask?
    • Can you talk faster?
    • Could you write the steps on the board?
    • Do I have to do this?
  • Your manager explains a new task while the store is noisy. What could you say?
    • Nod and hope you remember.
    • Ask a customer what to do.
    • Could we step somewhere quieter so I can hear the steps?
  • The teacher repeated the directions with the same words. You still aren't sure. What could you say?
    • Could you say it a different way or show me an example?
    • Okay.
    • Never mind.
  • You want to check that you heard the homework right. What could you say?
    • Whatever.
    • So the homework is page 40 questions 1 to 5. Is that right?
    • I'll figure it out later.
  • Your coach gives directions while you are running. Later you are not sure what to do. What could you do?
    • Do something random
    • Sit out the drill
    • Ask the coach to repeat it when you stop

Questions

Who is this for?
Students in grades 6 through 12 working on self-advocacy, clarification requests and repair strategies, including students with language or attention differences.
Will teachers mind being asked to repeat?
Most teachers welcome a specific question. Asking for exactly which part to repeat is usually easier for them than a general what.
Is it free?
Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

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