Attention & Executive Functioning · Preschool and school age
Why does my child forget multi-step directions?
Multi-step directions ask a child to attend, understand, hold information in working memory, sequence actions, resist distractions, and check what remains. Forgetting may reveal where the information load exceeds current support.
Why this task is more layered than it looks
A visible outcome is built from several smaller demands. These are useful places to look—not a list of diagnoses:
- Working memory
- Language processing
- Sequencing
- Attention and self-monitoring
What to notice first
Choose a calm, familiar version of the task. Change as little as possible and notice:
- How many related steps remain available?
- Can the child repeat or picture the steps?
- Does performance improve when objects are visible?
Give two related steps in a familiar routine and ask the child to show or say the plan before moving. Notice whether rehearsal changes follow-through.
Grade the task from the child’s response
Make it easier: Use one step, a gesture, or a picture sequence and reduce background demands.
Build from success: Add one step or remove one visual only after success is consistent.
The goal is not to force completion. It is to find the level where the child can participate, learn, and begin using a strategy that supports greater independence.