Attention


 * __ Attention __**

**__Definition__** (Dictionary) · The ability to maintain selective or sustained concentration

**__Common Characteristics of a Student with Behavior Difficulties__** (Friend, 2011) · See Behavior section and Time Management/Organization section for overlapping difficulties · Often makes careless mistakes in assignments (e.g., miscalculates simple math while understanding the harder concept) · Does not pay close attention to details (e.g., skips a small step such as circling their answer) · Does not seem to be listening when spoken to  · Does not properly or fully follow instructions · Fails to finish assignments (e.g., only completes some of the homework problems) · Avoids tasks that require extended mental effort (e.g., homework) · Forgets to bring items to class, home, etc. (e.g., pencil, notebook, textbook, etc.) · Easily distracted (e.g., stops listening to the teacher if there are other background noises) · Often forgets their schedule for the day (e.g., On yellow day, third period is math. On blue day, third period is social studies.) · Frequently loses focus (e.g., doodles during teacher instruction) · Difficulty remembering things that were just studied (e.g., forgets the details to a story that was just read) · Trouble completing assignments on time · May get easily frustrated with learning new information · Difficulty maintaining a long conversation and prefers to jump from topic to topic · Complains of being bored

**__Classroom Accommodations, Modifications, and Suggestions__** · See Behavior section for ideas that target behavior difficulties as a result of lack of attention · See Time Management/Organization section for ideas to aid in self management · Limit distracting noises in the classroom (e.g., keep windows closed so chirping birds and lawn mowers to not add to the noise) · Limit distracting visual input in the classroom (e.g., keep posters simple with clear handwriting, few words, and a small number of colors) · Keep lessons engaging and moving (e.g., For a math lesson, the teacher could demonstrate the new topic, then do guided practice with the class, then complete practice problems in pairs, then have students show their work on the board, and finally have students complete problems independently.) · Check for understanding when giving instructions (e.g., Thumbs up if you understand or thumbs down if the information needs to be repeated.) · Reset the students with a simple phrase during a lesson (e.g., Teacher: “One, two, three, eyes on me.” Students: “One, two, eyes on you.”) · Use a non-verbal cue to check students back in (e.g., Teacher points to their eye to signal make eye contact.) · Give repetitive information to allow students to check back in if they have zoned out (e.g., “So we are all on page two of our notes now, looking at the third section…”) · Cue students before important information is coming (e.g., Make sure this is on your notes…) · Use visuals so students can follow along (e.g., PowerPoint) · Provide students with fill-in-the-blank notes to help keep them on track · Color coordinate the student’s supplies to keep them organized (e.g., For math, use a yellow folder, cover the textbook in yellow paper, and highlight the homework assignment in yellow.) · Allow for breaks · Give tests in chunks (e.g., The student gets the second section when they are done with the first.) · Block assignments with check-in points instead of just leaving the student to manage it all on their own (e.g., First, an outline is due. Then, the introduction paragraph. Then, a rough draft. Finally, the final copy is due.) · Incorporate students names in the lesson · Have students rephrase in their own words something they just learned to check for understanding · Assign a student a check-in and check-out teacher to make sure they have all their supplies for the day when they arrive and when they go home. · Provide preferential seating (e.g., Towards the teacher, away from hallways, next to a very focused peer, etc.) · Allow students to complete tasks that are in their interest areas · Emphasize important information with bolding, highlighting, and underlining. · Teach students to subvocalize (e.g. repeat important information under their breathe) · Utilize technology: o For engaging material (e.g., computer game for math problems) o For organization (e.g., Apple scheduling applications) · Allow students to use their cell phone for their calendar and alarms · Give students stimulation items for students to manipulate: o Stress ball o Velcro taped underneath the desk to run fingers along o Pipe cleaners to manipulate and tap instead of a pencil o Putty o Mini Slinky o Rubber Band

**__References__** Friend, M. (2011). Students with Speech and Language Disorders. In //Special Education// (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. WGBH Educational Foundation. (2002). //Misunderstood Minds: Attention//. Retrieved from http://www.pbs.org/wgbh/misunderstoodminds/attention.html. *Great source for parents)*