{"id":31560,"date":"2025-03-13T12:46:34","date_gmt":"2025-03-13T12:46:34","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31560"},"modified":"2026-01-21T14:55:57","modified_gmt":"2026-01-21T14:55:57","slug":"attention-and-engagement","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/semh-needs\/attention-and-engagement\/","title":{"rendered":"Attention and engagement"},"content":{"rendered":"<div class=\"content-heading-quote clearfix \" id=\"block_acf-block-6970e8f98057e\"><div class=\"hq-outer\"><h2><span class=\"hq-heading\">What is attention and engagement?<\/span><span class=\"hq-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"a\" viewBox=\"0 0 100 100\"><defs><style>.b{fill:#242a5f;}.c{fill:#24295f;}<\/style><\/defs><path class=\"b\" d=\"M53.53,0c.25.28.72.54.73.83.12,4.12.21,8.25.19,12.38,0,.29-.88.78-1.38.81-.37.03-1.12-.53-1.12-.83.01-4.14.12-8.28.23-12.42,0-.26.29-.51.44-.77.3,0,.61,0,.91,0Z\"><\/path><path class=\"b\" d=\"M86.09,47.77c-1.66,0-3.34.12-4.98-.06-.61-.07-1.13-.86-1.7-1.33.55-.5,1.09-1.41,1.67-1.44,3.4-.14,6.8-.16,10.2,0,.63.03,1.23,1,1.84,1.53-.68.44-1.32,1.17-2.04,1.25-1.64.19-3.32.06-4.98.06,0,0,0,0,0,0Z\"><\/path><path class=\"b\" d=\"M16.79,47.77c-1.74,0-3.48.1-5.2-.06-.57-.05-1.07-.77-1.6-1.18.5-.55.98-1.55,1.5-1.57,3.54-.14,7.09-.14,10.64,0,.52.02,1.01,1.03,1.51,1.58-.54.41-1.06,1.12-1.64,1.17-1.72.16-3.47.06-5.2.05Z\"><\/path><path class=\"b\" d=\"M38,16.81c-.23.25-.55.83-1.01,1.02-.37.14-1.14-.05-1.36-.36-2.28-3.1-4.5-6.24-6.65-9.44-.21-.31.03-1.32.36-1.52.46-.27,1.54-.35,1.75-.06,2.34,3.14,4.57,6.36,6.82,9.57.08.11.04.29.1.78Z\"><\/path><path class=\"b\" d=\"M77.55,8.73c-.24.46-.42.96-.72,1.38-1.82,2.61-3.59,5.26-5.55,7.76-.44.56-1.58.58-2.39.85,0-.79-.33-1.79.03-2.34,1.81-2.8,3.75-5.51,5.75-8.18.37-.49,1.21-.77,1.87-.85.58-.07,1.22.26,1.83.42-.27.32-.54.64-.82.96Z\"><\/path><path class=\"b\" d=\"M90.69,26.03c-.95,1.01-1.3,1.68-1.83,1.91-3.05,1.28-6.11,2.52-9.23,3.61-.56.19-1.39-.41-2.09-.65.32-.66.47-1.69.98-1.92,3.02-1.34,6.09-2.57,9.21-3.64.66-.23,1.59.35,2.96.69Z\"><\/path><path class=\"b\" d=\"M14.69,24.99c3.54,1.45,6.89,2.77,10.18,4.24.37.16.7,1.26.5,1.65-.22.44-1.18.94-1.59.79-3.32-1.19-6.6-2.48-9.83-3.88-.44-.19-.79-1.24-.69-1.8.07-.41.95-.68,1.44-.99Z\"><\/path><path class=\"c\" d=\"M86.99,95.32c-.64-7.78-4.73-12.77-12.2-14.81-1.02-.28-2.07-.41-3.09-.68-3.18-.86-6.51-1.4-9.5-2.73-3.01-1.34-3.19-3.33-.98-5.79,1.61-1.8,3.45-3.4,5.16-5.11,5.04-5.05,8.55-10.94,8.43-18.26-.07-4.57-.36-9.33-1.67-13.66-4.98-16.55-24.38-18.03-34.78-10.37-9.48,6.98-10.79,17.01-9.38,27.73.77,5.85,4.02,10.54,8.12,14.64,1.77,1.76,3.64,3.43,5.27,5.32,1.89,2.18,1.63,3.99-.87,5.41-1.6.91-3.47,1.44-5.27,1.92-3.2.84-6.53,1.25-9.66,2.3-7.16,2.41-11.82,11.11-10.23,18.77h71.03c-.14-1.7-.27-3.19-.39-4.68ZM45.94,48.97c-1.51-1.42-2.51-3.59-3.23-5.6-.68-1.91-.38-4.05,1.63-5.21,1.94-1.12,3.94-.75,5.72.58.54.4.97.95,1.57,1.56.72-.65,1.28-1.26,1.95-1.73,1.76-1.22,3.71-1.49,5.53-.36,1.93,1.2,2.3,3.31,1.56,5.24-.77,2-1.76,4.16-3.28,5.58-6.03,5.65-5.42,5.65-11.46-.05Z\"><\/path><\/svg> <\/span><\/h2><div class=\"hq-intro\"><p>This is the ability of a child or young person to focus on a task or activity for a sustained period of time without becoming easily distracted. It can also involve the level of interest, curiosity and motivation that a child or young person shows towards a learning activity.<\/p>\n<\/div><\/div><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e8f98061c\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60 60\"><defs><style>.cls-1{fill:#222959;stroke-width:0}<\/style><\/defs><g id=\"Group_7793\"><path id=\"Path_2\" fill=\"#f0d85d\" stroke-width=\"0\" d=\"M17.57 2.73h24.27l16.17 16.5v23.01L41.84 60H18.41L1.48 42.24V19.23l16.09-16.5Z\"><\/path><g id=\"question-octagon\"><g id=\"Group_7792\"><path id=\"Path_6596\" d=\"M17.02.55c.35-.35.83-.55 1.32-.55h23.3c.5 0 .97.2 1.32.55l16.48 16.48c.35.35.55.83.55 1.32v23.3c0 .5-.2.97-.55 1.32L42.96 59.45c-.35.35-.83.55-1.32.55h-23.3c-.5 0-.97-.2-1.32-.55L.55 42.97A1.88 1.88 0 0 1 0 41.65v-23.3c0-.5.2-.97.55-1.32L17.02.55Zm2.1 3.2L3.75 19.12v21.75l15.38 15.38h21.75l15.38-15.38V19.12L40.88 3.74H19.13Z\" class=\"cls-1\"><\/path><path id=\"Path_6597\" d=\"M19.57 21.78c-.01.24.08.48.26.65.18.17.41.27.66.26h3.14c.52-.01.95-.41 1.01-.93.34-2.43 2.05-4.21 5.1-4.21 2.61 0 5 1.27 5 4.33 0 2.36-1.42 3.44-3.67 5.09-2.56 1.81-4.58 3.93-4.44 7.37v.8c.03.51.45.92.96.91h3.08c.52 0 .94-.41.95-.93v-.39c0-2.66 1.04-3.44 3.84-5.51 2.32-1.72 4.73-3.62 4.73-7.63 0-5.6-4.85-8.31-10.16-8.31-4.82 0-10.09 2.19-10.45 8.48Zm5.92 21.38c.05 1.96 1.68 3.5 3.64 3.45.07 0 .14 0 .2-.01 2.32 0 3.91-1.46 3.91-3.44s-1.6-3.49-3.91-3.49a3.534 3.534 0 0 0-3.82 3.23c0 .09-.01.17-.01.26Z\" class=\"cls-1\"><\/path><\/g><\/g><\/g><\/svg> <\/div><h3><strong>Identification<\/strong> &#8211; what you may see in the child or young person<\/h3><div class=\"box-content list-col-1\"><ul>\n<li>May not always accept adult direction.<\/li>\n<li>May find it challenging to start and\/or end an adult directed task or take part in an adult led group activity.<\/li>\n<li>May demonstrate impulsive behaviours, for example shouting out.<\/li>\n<li>May struggle to understand and follow school boundaries, expectations, structures and routines.<\/li>\n<li>May frequently make mistakes in schoolwork or other activities due to inattention to details.<\/li>\n<li>May either avoid or is reluctant to engage in tasks that require prolonged focus and concentration.<\/li>\n<li>Easily loses focus and is easily distracted.<\/li>\n<li>Is often fidgeting or squirming; may find it hard to sit still.<\/li>\n<li>May talk excessively.<\/li>\n<li>May blurt out answers.<\/li>\n<li>Unable to wait for their turn.<\/li>\n<li>Frequently interrupts conversation, activities or games.<\/li>\n<li>Often acts before they think.<\/li>\n<li>May appear forgetful.<\/li>\n<li>Can struggle to follow verbal instructions.<\/li>\n<li>May struggle to filter sensory input in order to attend or focus.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e8f981383\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 65 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M3 4h59v56H3z\" data-name=\"Rectangle 1619\"><\/path><path fill=\"#222959\" d=\"M4.434.004A4.59 4.59 0 0 0 0 4.736v50.528a4.59 4.59 0 0 0 4.434 4.74h56.132A4.59 4.59 0 0 0 65 55.264V4.736A4.59 4.59 0 0 0 60.566.004Zm1.476 6.31h53.18v47.372h-7.382v-3.155H38.41v3.155H5.91V6.314ZM32.5 18.947a4.748 4.748 0 1 0 4.432 4.738 4.592 4.592 0 0 0-4.432-4.738Zm-11.816 5.53a3.506 3.506 0 0 0 0 7 3.506 3.506 0 0 0 0-7Zm23.633 0a3.281 3.281 0 0 0-2.957 1.745 3.764 3.764 0 0 0 0 3.61 3.281 3.281 0 0 0 2.957 1.745 3.567 3.567 0 0 0 0-7.1ZM32.5 31.578a13.579 13.579 0 0 0-8.526 2.912 10.54 10.54 0 0 0-3.291-.544c-3.559 0-7.391 2.012-7.391 4.513v2.594h38.416v-2.594c0-2.5-3.832-4.513-7.391-4.513a10.548 10.548 0 0 0-3.291.544 13.579 13.579 0 0 0-8.526-2.912Z\" data-name=\"Path 6598\"><\/path><\/g><\/svg> <\/div><h3><strong>Planned<\/strong> provision in school<\/h3><div class=\"box-content list-col-1\"><p><!-- wp:list --><\/p>\n<p>Based on need, some of this provision will be effective.<\/p>\n<ul class=\"wp-block-list\">\n<li><strong>Support waiting, interrupting or ending learning<\/strong> by using memory cards that have a word, picture or symbol as a visual prompt that shows the child or young person what they will be able to complete later. These can be used as a concrete reminder of the task that is yet to be finished, that both adults and the child or young person can keep in mind.<\/li>\n<li><strong>Deliberate use of <a href=\"https:\/\/www.lincspcf.org.uk\/DocsResource\/si_id_98_approaches_to_working_with_individuals_with_pda_20210402.pdf\" rel=\"noopener\">indirect communication <\/a><\/strong>including:\n<ul class=\"wp-block-list\">\n<li>physical prompts (for example tapping shoes instead of saying \u201cPlease put your shoes on\u201d)<\/li>\n<li>visual prompts (pictures or checklists, ensuring the child or young person has an element of choice and control, for instance in the order that things are done rather than a more formal \u2018First this \u2026 then that \u2026\u2019 approach)<\/li>\n<li>telling someone else to do something whilst in the child or young person\u2019s earshot<\/li>\n<li>leaving leaflets or books \u2018lying around\u2019 for the child or young person to pick up out of natural curiosity<\/li>\n<li>communicating using role play or via a third party (for example communicate through a favourite toy or by adopting the persona of a favourite character).<\/li>\n<\/ul>\n<\/li>\n<li><strong>Repeat directions and instructions using the same language again<\/strong>, avoiding the use of negatives (for example don\u2019t, no), using positive, repetitive language for example \u2018I need you to walk\u2026\u2019.<\/li>\n<li><strong>Adults adjust task expectations and reduce demands pro-actively<\/strong>.<\/li>\n<li><strong>Personalised visual supports<\/strong> such as checklists and <a href=\"https:\/\/www.shamblehurst.co.uk\/wp-content\/uploads\/2020\/04\/task-plans-examples.pdf\" rel=\"noopener\">task plans<\/a> are in place to support understanding of the steps needed to complete a task.<\/li>\n<li><a href=\"https:\/\/www.twinkl.co.uk\/teaching-wiki\/teacch\" rel=\"noopener\"><strong>TEACCH<\/strong><\/a><strong> (Teaching, Expanding, Appreciating, Collaborating and Cooperating, Holistic) type approaches<\/strong> are implemented to support engagement in tasks and to develop independence in learning.<\/li>\n<li><strong>Frequently acknowledge positive behaviours and effort<\/strong>, reinforcing them using specific praise. Individualised rewards systems are in place, with a focus on positive engagement, rather than attainment.<\/li>\n<li><strong>Provide access to a distraction free \u2018<a href=\"https:\/\/www.twinkl.co.uk\/teaching-wiki\/workstations\" rel=\"noopener\">work station<\/a>\u2019<\/strong> to complete tasks and teach the child or young person how to request and access it appropriately.<\/li>\n<li><strong>Ensure that the child or young person is made aware of the purpose or intention of the expectation<\/strong>.<\/li>\n<li><strong>Use agreed cues<\/strong> between adult and the child or young person to remind them to focus on the task or to ask for help.<\/li>\n<li><strong>Teach and practise alternative strategies to calling out<\/strong> and provide visual reminders for these. For example provide a jotter so the child or young person can write down their thoughts. Teach these skills outside of the classroom first before transferring them into lessons.<\/li>\n<li><strong>Break down social rules around when to talk by using visual clues, <\/strong>for example hold up different coloured cards in lessons to signal when children and young people can talk freely, use hands up or take turns, need to be quiet. A \u2018traffic light\u2019 cue card (Red &#8211; listen silently; Amber &#8211; think, use notepad, hand up; Green &#8211; talk partners) could be used to support individuals with monitoring when they can contribute freely.<\/li>\n<li><strong>Planned provision to support <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/cognition-and-learning-needs\/executive-functioning\/\">executive functioning<\/a><\/strong> (attention, working memory, inhibitory control, planning and organisation, cognitive flexibility and emotional self-regulation) is carefully considered.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970e8f981536\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 76.617 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M1.371 3h73v52h-73z\" data-name=\"Rectangle 1638\"><\/path><g fill=\"#222959\"><path d=\"M46.517 13.632h19.154v5.473H46.517Z\" data-name=\"Path 6599\"><\/path><path d=\"M46.517 27.264h19.154v5.473H46.517Z\" data-name=\"Path 6600\"><\/path><path d=\"M46.517 40.896h19.154v5.473H46.517Z\" data-name=\"Path 6601\"><\/path><path d=\"M10.945 13.632h19.154v5.473H10.945Z\" data-name=\"Path 6602\"><\/path><path d=\"M10.945 27.264h19.154v5.473H10.945Z\" data-name=\"Path 6603\"><\/path><path d=\"M10.945 40.896h19.154v5.473H10.945Z\" data-name=\"Path 6604\"><\/path><path d=\"M71.144 0H5.473A5.469 5.469 0 0 0 0 5.455v49.09A5.469 5.469 0 0 0 5.473 60h65.671a5.469 5.469 0 0 0 5.473-5.455V5.455A5.469 5.469 0 0 0 71.144 0ZM5.473 5.455h30.1v49.09h-30.1Zm35.572 49.09V5.455h30.1v49.09Z\" data-name=\"Path 6625\"><\/path><\/g><\/g><\/svg> <\/div><h3><strong>Resources<\/strong> for schools<\/h3><div class=\"box-content list-col-1\"><p><!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\" style=\"text-align: left;\"><strong>Support services<\/strong><\/h3>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/educational-psychology\/educational-psychology-service\/temporary-change-to-educational-psychology-ep-service-delivery-model\/\">Devon&#8217;s Educational Psychology service<\/a><\/li>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/referral-forms\/\" rel=\"noopener\">Children and Family Health Devon referral form<\/a> for Neurodiversity, Mental Health and Mental Health Support Team in Schools (MHST), sensory and Speech, Language and Communication.<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\" style=\"text-align: left;\"><strong>Further reading and information<\/strong><\/h3>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.nhs.uk\/conditions\/attention-deficit-hyperactivity-disorder-adhd\/\" rel=\"noopener\">NHS &#8211; Attention deficit hyperactivity disorder<\/a><\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/educational-psychology\/resources\/devon-psychology-in-action\/attention-and-concentration\/\">Devon psychology in action guides: Attention and concentration<\/a><\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/cognition-and-learning-needs\/executive-functioning\/\">ADHD UK<\/a><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\" style=\"text-align: left;\"><strong>Resources to share with parents<\/strong><\/h3>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.youngminds.org.uk\/parent\/parents-a-z-mental-health-guide\/adhd\/\" rel=\"noopener\">ADHD | Young Minds<\/a><\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/cognition-and-learning-needs\/executive-functioning\/\">ADHD UK<\/a><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<\/div><\/div><\/li><\/ul><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":981,"featured_media":0,"parent":31546,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-31560","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-11 23:38:27","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31560","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=31560"}],"version-history":[{"count":4,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31560\/revisions"}],"predecessor-version":[{"id":35469,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31560\/revisions\/35469"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31546"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=31560"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}