Clear Steps Staff Handout
Staff Planning Quick Reference
Neuro-Inclusive Best Practices
9 Evidence-Based Ways to Improve Instructions
Synthesized from cognitive research & tailored for classrooms serving learners with ADHD, Autism, Executive Dysfunction, and Processing Differences.
Phase 1: Attention & Setup (Before Delivering)
1
Multi-Sensory Attention Cue
Never speak over movement or background noise. Auditory signals must pair with visual and spatial stillness.
Example:
Give a 10-second "wrap your thought" warning, sound a gentle chime, and wait 5 seconds for attention switching latency.
2
Cut Cognitive Clutter
Eliminate narrative preambles and justifications while students are holding instructions in working memory.
Example:
Use the 10-Word Rule: "Blue folder out. Page 14. Pencil in hand. Eyes on board."
3
Dual-Code Every Command
Spoken words decay in seconds. Students with auditory processing delays need simultaneous visual reinforcement.
Example:
Pair words with color-coded icons: numbered step cards, high-contrast slides, or desktop cue strips.
Phase 2: Sequencing, Modeling & Verification
4
Micro-Chunk (Max 2 Steps)
Multi-step mandates trigger executive freeze. Deliver stage one, set a micro-timer, and pause for completion.
Example:
Insert physical checkpoints: "Bring your sketch to station 1 for a quick initial stamp before writing."
5
Model "Done" vs. "Halfway"
Subjective terms ("thorough answer", "neat notes") create anxiety. Explicitly display concrete exemplars.
Example:
Annotate an exemplar side-by-side with a non-example (e.g., missing evidence highlighted in yellow).
6
No-Opt-Out Understanding Checks
Asking "Does everyone understand?" yields masking nods. Require an active, simultaneous physical response.
Example:
"Hold up fingers for step #1," or "Whisper the deadline time to your elbow partner in 3, 2, 1."
The Working Memory Limit in Neurodivergent Learners
Cognitive Load Rule
Under stress or sensory input, working memory capacity shrinks to 1 to 2 discrete items. If a student must hold instructions in mind while searching for a pencil, the instructions are wiped. Always externalize steps so cognitive energy is spent on thinking, not remembering what to do next.
Page 1 of 2 • Instructional Delivery Guide Turn over for Visual Anchors, Transition Protocols & Language Swaps
Phase 3: Work Period & Routines Anchors, Transitions & Routines
Sustaining Independence & Predictability
Maintain structure throughout independent time to prevent off-task anxiety and dysregulation.
7
Permanent Visual Anchors
Leave instructions visible for the duration of the task. Never switch presentation slides away to timers or videos.
Example:
Standardize board layout: 1. Must Do, 2. Can Do, and 3. Finished Basket.
8
Low-Friction Transitions
Task switching is neurologically expensive for ADHD and autistic minds. Announce protocol steps before stopping work.
Example:
"In 2 minutes: caps on markers, paper in gray tray, hands on lap. Finish your sentence."
9
Standardized Vocabulary
Varied synonyms force translation and mental overhead. Use identical operational verbs across every lesson and teacher.
Example:
Adopt consistent command terms: Retrieve, Annotate, Verify, Submit.
High-Impact Language Swaps for Neurodivergent Learners Replace ambiguous prompts with concrete actions
| Ambiguous / Cognitive Heavy |
Neuro-Affirming & Concrete |
| "Get ready to start your independent reading." |
"Open book to page 24. Place index card under line 1. Eyes on page." |
| "Write a thoughtful response in your journal." |
"Write 3 sentences: 1 answer sentence + 1 quote from text + 1 'because' sentence." |
| "Clean up your lab station quickly and sit down." |
"Goggles in bin, beaker inverted on rack, sit with hands on notebook." |
| "Talk quietly with your partner about the question." |
"Person on left talks for 45 sec; person on right records 2 bullet points." |
| "Don't forget your homework packet tonight." |
"Slide yellow packet into front pocket of backpack right now." |
Teacher Planning Pre-Flight Audit (30-Second Self-Check)
Before Giving Directions
Verb Anchor: Are the steps written on the board starting with active, numbered verbs?
Physical Target: Is there a visible example of what "Done" looks like right now?
Cognitive Pruning: Did I strip out all background chatter and justifications?
Chunking Cap: Am I asking them to do 2 or fewer steps before pausing for work?
Transition Runway: Did I give a 2-minute temporal warning before calling a stop?
Active Verification: Do I have a rapid physical check planned instead of "Any questions?"
Page 2 of 2 • Staff Reference Guide Designed for School-Wide Planning, Co-Teaching & Special Education Teams
