Attention and listening

• May appear easily distracted.
• Listening skills may fluctuate depending on environmental factors such as language use, social situation and sensory input.
• May only be able to attend to or focus on one thing at a time.
• May appear to ignore instructions.
• May choose to avoid activities which require shared attention on an object or activity.
• May continue to focus on their own activity, rather than turn their attention to the speaker.
• Doesn’t always complete work at the same pace as peers and may not begin tasks independently.
• May appear disengaged, particularly in whole-class or group tasks which require active listening.
• May miss important information and can struggle to recall what has been said. Have receptive language skills been considered?
• May find it hard to attend to one activity for an extended period and will often jump from one activity to another.

Based on need, some of this provision will be effective.

• Provide adaptations to the learning environment. Children and young people will be provided with specific adaptations that support them to focus and attend, for example a weighted lap cushion, a wobble cushion, sitting on a gym ball when working.
• Planned movement input before, between and during focused activities, as part of an individualised timetable.
• Use of a personalised Now, Next, Then board or Task List to structure a task or activity, facilitated by an adult.
• Check understanding by asking the child to explain what they must do. Ensure adults deliberately ask the child to explain what they must do, rather than repeat back instructions.
• Provide fidget tools for the child or young person where appropriate, for example stress ball, blu-tac, rubber band, theraband around chair legs.
• Use of agreed cues between adult and the child or young person to remind them to focus on the task or ask for help.
• Planned use of barrier games, for example, Lego Therapy, talking or drawing challenges, battleships.
• Provide opportunities to develop sustained attention. Small group games and activities are planned, for example Orchard Toys, board or card games or an Attention Bucket.
• Use of personalised tasks to motivate. Tasks are personalised where possible to incorporate the child or young person’s interests and motivations.
• Personalised use of visual timers which are used to support the concept of time and to help maintain focus on a task for short periods.
• Using TEACCH approaches, for example NOW/NEXT, token exchange, task trays, timers, to break down and structure activities.

Support services

• Children and Family Heath Devon – Speech, language and communication
• Request support from Devon’s Communication and Interaction Team
• Devon’s Educational Psychology Service

Further reading and information

• Paying attention hints and tips | Children and Family Health Devon
• 5 ways to help children listen!
• What is Attention Autism?

Resources to share with parents

• Ages and stages of language development
• Helping your school age child to listen