Items such as music players, TVs, computers and other sources of exterior noise can serve to distract a child, resulting in his inability to follow the directions. Remove and turn off all such devices. Close windows and doors to limit outside noise. If other children in the classroom are talking, ask them to stop. One tip is to create a symbol students recognize that it's time to quiet down. For example, hold up your hand and remain quiet in front of the class; it signals others to stop talking. This serves as a calming or soothing gesture, vs. trying to raise your voice over others in the classroom.
It's imperative to have a clear communication path to the child so he not only hears your words, but also sees your mouth move as well. Therefore, if you know a particular child has trouble, move so he clearly sees your mouth when giving directions to the entire class. If working with the child in a smaller setting, sit directly across from the child rather than next to him, so he sees your mouth. In any event, speak in a clear, audible tone.
If the student has the appropriate reading comprehension, write out a set of rules for her to refer to while completing the task. Even if others are operating solely off verbal commands, provide the needy student her own set. Then if she asks questions or veers off-task, refer her back to the rules. Help her determine what steps she has already completed and what steps she needs to complete by asking her to read them aloud, or read aloud with her until she is back on task.
Some students, such as those struggling with Asperger's Syndrome, become easily distracted in certain instances and have trouble staying on task for very long. Use a timer to instruct the child that he must work for a set amount of time before taking a break. Start with small amounts of time you feel he can handle such as a few minutes and strive to increase the time period, encouraging him to complete the entire task without a break.
Provide a student with a daily schedule to help keep her on task as she moves throughout the day. Additionally, if possible, keep the same schedule day in and day out so she knows exactly what to expect. For example, if she first studies math, then reading and then English, she'll know exactly what to expect each day. The concrete sense of what her day entails reduces apprehension while accomplishing smaller tasks in each respective subject.