What is the best way to provide verbal instructions to a person with a developmental disability?

What is the best way to provide verbal instructions to a person with a developmental disability?

• A. Provide instructions only in written form.
• B. Shout loudly without getting attention first.
• C. Use the person's name to get their attention, then provide clear, simple verbal instructions.
• D. Give long, complex sentences.

Answer: (C)

The main idea this question tests is how to give verbal instructions in a way that supports understanding for someone with developmental disabilities. The best approach is to capture the person’s attention by using their name, then deliver clear, simple verbal instructions. Using the person’s name to get their attention helps them know the instruction is directed at them and signals it’s time to listen. Once you have their attention, provide instructions that are clear and easy to process: use short, concrete phrases, avoid abstract terms, and focus on one idea at a time. Speaking slowly, at a calm pace, and keeping sentences brief reduces overwhelm and helps comprehension. After giving the instruction, check that they understood by asking them to repeat back or demonstrate what you want them to do, and be prepared to rephrase if needed. Why the other options aren’t as effective: giving instructions only in written form excludes individuals who may not read well or process written language; shouting loudly can be distressing, makes it harder to focus, and may trigger a fight-or-flight response; long, complex sentences overload memory and make it hard to follow the steps you want them to take. In this way, attention-getting followed by simple, one-step instructions plus a check for understanding supports smoother communication and safer, more independent task completion.

The main idea this question tests is how to give verbal instructions in a way that supports understanding for someone with developmental disabilities. The best approach is to capture the person’s attention by using their name, then deliver clear, simple verbal instructions.

Using the person’s name to get their attention helps them know the instruction is directed at them and signals it’s time to listen. Once you have their attention, provide instructions that are clear and easy to process: use short, concrete phrases, avoid abstract terms, and focus on one idea at a time. Speaking slowly, at a calm pace, and keeping sentences brief reduces overwhelm and helps comprehension. After giving the instruction, check that they understood by asking them to repeat back or demonstrate what you want them to do, and be prepared to rephrase if needed.

Why the other options aren’t as effective: giving instructions only in written form excludes individuals who may not read well or process written language; shouting loudly can be distressing, makes it harder to focus, and may trigger a fight-or-flight response; long, complex sentences overload memory and make it hard to follow the steps you want them to take.

In this way, attention-getting followed by simple, one-step instructions plus a check for understanding supports smoother communication and safer, more independent task completion.