How to Get Students With Autism and Executive Functioning Challenges to Start Work (Without Repeating Directions 50 Times)

 How to Get Students With Autism and Executive Functioning Challenges to Start Work (Without Repeating Directions 50 Times)

If you teach upper elementary or middle school students with autism, emotional disorders, or executive functioning challenges, you’ve probably experienced this: you give instructions, and… nothing. Students stare blankly, fidget, or completely disengage. You repeat yourself. And repeat yourself. And repeat yourself. By now, you’re exhausted—and the lesson hasn’t even started.

The good news? It doesn’t have to be this way. With simple systems and routines, you can help students start work independently—without constant reminders or frustration.

Why Students Don’t Start Work

Before we jump into solutions, it helps to understand the why:

Executive Functioning Challenges

Many students struggle with task initiation—the ability to start a task independently. They might know what to do, but organizing their thoughts, materials, and steps feels overwhelming.

Dysregulation

Students who are anxious, frustrated, or emotionally dysregulated can’t focus on work. Trying to push through instructions before they’re ready often backfires.

Lack of Predictable Systems

When routines are inconsistent, students rely on teachers to prompt, cue, or guide them. If the system isn’t predictable, starting independently feels risky.

Step 1: Build a Clear, Predictable Routine

Students thrive when they know exactly what to do and when. A simple routine should include:

Consistent start signals (e.g., bell, hand signal, or countdown)

Step-by-step task lists displayed visually

Time limits or timers for each activity

Clear expectations for materials and behavior

Example: “When the timer dings, take out your math worksheet, pencil, and calculator. Work quietly for 10 minutes. Raise your hand if you need help.”

Step 2: Provide Visual Supports

Many students with autism or executive functioning difficulties process information better visually. Try:

Checklists showing each step of the task

Visual schedules for the day or class period

Icons or color coding for materials and actions

Visual cues reduce the need for verbal repetition and increase independence.

Step 3: Scaffold Task Initiation

Some students still need a small nudge to start. Effective scaffolds include:

Modeling the first step for them

Breaking tasks into smaller, bite-sized steps

Providing a “starter sentence” or prompt

Using a timer to signal when to begin

Example: Instead of saying, “Start your writing assignment,” say, “Step 1: Write the date at the top. Step 2: Copy the prompt. Step 3: Write your first sentence.”

Step 4: Use Positive Reinforcement and Immediate Feedback

Celebrate small wins! When students start independently:

Acknowledge with a simple phrase: “Great job starting right away!”

Use token systems, points, or small privileges for consistent effort

Keep reinforcement immediate to strengthen the habit

Step 5: Make Systems Carry the Work

Your goal isn’t to do the thinking for students—it’s to create a system that works even when you’re not repeating directions.

• Have all materials ready and labeled

• Post visual reminders of routines

• Use task cards, prompts, or checklists

• Teach students to self-check before asking for help

When the system is strong, you’ll spend less energy prompting and more time teaching.

Real Classroom Example

In my classroom, I had a student who froze every time a new writing activity came out. I created a visual checklist with 3 steps: 1) Grab materials, 2) Copy prompt, 3) Start writing. I also paired it with a 2-minute timer and a hand signal for help. Within one week, he was starting independently every time—and my repeated directions dropped to almost zero.

Key Takeaways

Understand why students struggle to start tasks—executive function + dysregulation + inconsistent systems.

Use routines, visual supports, and step-by-step scaffolds to make work predictable.

Create systems that carry the work, so students become independent and teachers save energy.

Bonus Resource

To make this easier, I’ve created a ready-to-use Task Initiation Toolkit for upper elementary and middle school SpEd classrooms. It includes:

Visual checklists

Step-by-step task cards

Timer and scaffold templates

Teacher scripts for smooth implementation

Grab it A Task Initiation Toolkit for Special Education & Executive Functioning and start helping students begin tasks independently tomorrow.

Your next step: Choose one task in your classroom and apply this system tomorrow. Watch how quickly students start working—and how much energy you save

A Task Initiation Toolkit for Special Education & Executive Functioning