HELPING CHILDREN WITH SHORT ATTENTION SPANS ACHIEVE ACADEMICALLY

IN SCHOOL

1. Perhaps the easiest yet most powerful intervention is to have the student sit in the front of the room. Research consistently shows that teachers can command attention and monitor work most effectively if a student is in close proximity.  In addition, it is much harder for the child to be distracted by classmates who are sitting behind him rather than in front of him.

2. The other most effective intervention is 'positive­ reinforcement of desirable behavior. Although there are many different ways" to reward good behavior, some are fairly difficult to implement in a regular classroom. Consequently, I recommend an extremely easy, (though only moderately powerful) program -- the home-school note. First, the parents and teacher agree to modify one or two specific behaviors (e.g., "finish classwork on time”, not “pay attention"; "stay in seat", not "sit still”). The teacher then simply records on a note whether the child successfully achieved the goal. The child brings the note home daily and receives verbal praise (or more powerful rewards) for success. If the child is unsuccessful, the parent calmly asks the child to try harder tomorrow.

3. Verbal directions will be most effective when the teacher

• makes direct eye contact with the student
• avoids multiple commands
• is clear and concise
• writes the directions (on the board or on' a slip of paper for the child)
• asks the child to repeat the command.
• does not reprimand the child for asking the teacher to repeat the directions

4. The teacher should establish a discreet signal (e.g.,putting her hand on the student's desk or shoulder) to inform him he must return to task. When a verbal reminder is necessary, "You need to keep working," is clear and nonaccusatory.

5. The student should have nothing on her desk except what she needs to do the current assignment.

6. Breaking a long assignment in to shorter segments can make the task  less overwhelming. For example, a thirty problem math assignment can be broken up into three sets of ten, with the student receiving praise after each part.

7. Giving young, hyperactive students brief opportunities for physical movement (e.g., deliver a message, walk to the end of the hall and back) can sometimes reduce physical overactivity. ­

8. There is some evidence that children with attention deficits do better in “traditional” - classrooms with desks lined up in rows. Open classrooms may be too stimulating and unstructured; learning groups often result in the other children rejecting the ADD child because of his distractibility and poor task commitment. The best chance to have group learning work is to have only one other child involved so that the ADD student is receiving one-on-one attention at all times.

9. Give the child a daily schedule card and have her check off each task as it is completed. Since many ADQ children have difficulty with transitions, point each one out a few minutes in advance to give the child time to prepare.

10. Distractible children often do better on tests if they take them in a quiet environment.

11. The multiple classes and organizational demands of junior and senior high often overwhelm ADD students. Some need a "case manager" (homeroom teacher, guidance counselor, resource teacher, or aide) to meet with them for a few minutes: (1) in the morning, to organize their day and make sure they have the books and supplies they need; and (2) in the afternoon, to make sure they have the correct assignments and materials they need to do homework.

12. The child may need extra structure and supervision in relatively unstructured situations (e.g., lunch, bus, lavatory).

13. In general, teachers should be supportive and compassionate regarding the child I s struggle with his attention deficit without allowing it to be used as an   excuse for irresponsible behavior. For example:

 Have compassion for                                                      Do not accept

1) Looks around the room                              1 ) Plays with small toys in desk
2) Has trouble finishing classwork                   2) Refuses to do classwork
3) Wiggle$ and squirms in seat                        3) Wanders around the classroom
4) Forgets the rules                                         4) Intentionally disobeys the rules
5) Forgets to write homework a                      5) Pretends to forget to write
    homework assignment down.                           a homework assignment down.

II. HOMEWORK

1. Homework is often one of the most difficult issues faced by parents of children with attention deficits. After a hard day at school, another three hours of work at home simply seems unbearable. There actually may be only thirty minutes of homework (it is the child's whining and daydreaming that stretches it to three hours), but that makes no difference to him. He simply cannot drive himself to do the work without "spoon-feeding" from his parents or their constant nagging.
2. The goal of both parents and teachers is for the child to be responsible for her own homework. If she is, no intervention is necessary. If she is not, however, it is futile to keep saying she "ought" to be more responsible. Nagging or report cards that will not arrive for ten weeks rarely are effective motivators. For the time being, the teacher and parents have to take the responsibility for insuring that the child does her homework.
3. A five part, structured program works best in elementary school:

A) Insure that the child writes down homework correctly.

• Use a structured homework sheet. (see attachment)
• If necessary, the teacher must verify that the homework is correctly written down by signing the sheet. Do not assume that the child will take the sheet to the teacher.

B) Insure that the child brings the correct material home.

• Use a "Today’s Homework" pocket in the child’s notebook for homework.
• If necessary, the teacher must assure that the child has the correct. books and papers.
• If necessary, have a second set of books at home. Charge the child a rental fee for their use. If you have to drive the child back to school for materials, charge a "taxi fee".

C) Insure optimal homework conditions.

1. Determine the best time (right after school, after relaxing for a while, or after supper) to do homework.
2. Start homework at the same time every day. The parents must insist that the child starts working at the appointed time.
3. Provide a straight-backed chair, good lighting, and eliminate irrelevant distractions (TV, music, things to fiddle with).
4. Despite the apparent superiority of doing homework alone in their room, many children work better at a kitchen/dining room table where the parent can monitor and help them. Try not to sit with the child the whole time.
5. Once homework starts, there should be no long interruptions (e.g., no stoppages to watch TV shows).
6. Reward children for doing their homework using the three principles of rewards:
   • make the reward powerful (e.g./ going out to play, allowance)
   • give the reward as immediately as possible.
   • do not ask the child to do homework for too long (there should be a maximum time limit) or struggle with homework that is too hard.