Running head: ATTENTION INTERVENTION RESOURCE HANDBOOK 1
Attention Intervention Resource Handbook
By: Matthew Bortugno, Annika Hancle-Elliott, Alisa Podgorskaya and Tara Skiff
Attention Resource Handbook 2
Table of Contents
Part I: Introduction………………………………………………………………………………3
What is Attention?………………………………………………..………………………4
Medicating Students with Attention Concerns…………………………………………...5
Helpful Tips and Strategies for Teachers………...………………………………………6
Part II: Website Resources…………………………………………………………………..…10
Website Summary: ADHD Together………………………………….……………...…11
Website Summary: Learning Work for Kids………………………………………...….13
Website Summary: Child Mind Institute……………………………...………...………15
Website Summary: Dr. Hallowell………………………………………………….……17
Website Summary: Play Attention…………………………………...……………….…19
Part III: Evidence Based Attention Interventions…………………………………………...…21
Intervention Coach Card: Instructional Match…………………………..…………...…22
Intervention Coach Card: The Good Student Game…………………….…………...…26
Intervention Coach Card: Selective Attention: Auditory…………………………….…30
Intervention Coach Card: Computer Assisted Instruction (CAI): Catch the Ladybug....33
Intervention Coach Card: Sensory Motor Yoga Breaks……………………………...…35
Part IV: Appendices……………………………………………………………………………40
Part V: References………………………………………………………………………...……50
Attention Resource Handbook 3
Part I: Introduction
Attention Resource Handbook 4
What is Attention?
According to The American Psychological Association, attention is a state of focused
awareness on a subset of the available perceptual information (http://www.apa.org). Attention
enables people to tune out unnecessary information and stimulus around them and focus their
energy on the relevant information at hand. Attention is a concept that refers to how people
actively process specific information in their environment. Many educators have an
understanding of what it means to "pay attention." The study of attention has a long history in the
field of cognitive psychology, filled with debate and disagreement (Wu, 2011). However, there
is a broad agreement on the fact that attention involves selecting some information for further
processing and inhibiting other information from receiving further processing (Smith, 2006).
According to William James (1890) attention "is the taking possession of the mind, in clear and
vivid form, of one out of what may seem several simultaneously possible objects or trains of
thoughts. It implies withdrawal from some things in order to deal effectively with others”
(James, 1890). Think about it, as you are reading this intervention resource handbook, there are
other sights, sounds and sensations going on around you; the birds chirping, the pressure of your
feet against the floor, the sight of people walking back and forth on the street out a window, the
leaf blower your neighbor is using to get rid of the leaves on his driveway. How are you
managing all of these sensations and still focusing on one element in your environment; reading
this handbook?
Attention Resource Handbook 5
Medicating Students with Attention Concerns
The treatments for students with ADHD be can misunderstood by the idea that there is a
"one size fits all / one stop shop" cure to ADHD. When educators see a student struggling with
attention, being inattentive, they assume or are quick to draw the conclusion that the student has
Attention Deficit Hyperactivity Disorder (ADHD) and recommend putting them on medication
due to the slower brain electrical activity associated with ADHD (Nigg, 2005). Where in fact
ADHD does deal with students’ inability to maintain attention over long periods of time in
addition to being hyperactive and unable to control their impulses, this does not necessarily mean
the student has ADHD (Nigg, 2005). The student can be having task difficulty or he/she just
cannot pay attention (Nigg, 2005). Medication is not the only answer. While there are no cures
for ADHD, there are a number of interventions, which have shown to be effective in treating
individuals with ADHD. Research has shown that 80% of students with ADHD have been found
to have academic performance issues (Cantwell & Baker, 1991). Studies have also shown the
two most popular interventions for ADHD are psychostimulant medications (Methylphenidate)
and contingency management programs such as praise, or reinforcement through tokens
(Barkley, 2006; DuPaul & Eckert, 1997). The use of medication for children is a controversial
topic, and researchers have found 47% of children treated with methylphenidate will show no
change or declines in academic performance when compared to children receiving a placebo
(Rapport, Denney, DuPaul, & Gardner, 1994). Fabiano and colleagues (2007) also found that
high intensity classroom intervention was equivalent or superior to two doses of methylphenidate
in reducing disruptive behavior of and increasing class work productivity. This tells us as school
professionals that medication cannot be used alone as an intervention. While school
psychologists cannot prescribe medication, and have little influence on weather or not a child
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receives medication, it remains the responsibility of the school psychologists to design
appropriate interventions for students with the goal of increasing student academic performance
and attention.
Included in this handbook are useful websites used for students with attention difficulties
and intervention strategies that can be useful for students in the classroom who are struggling
with sustaining and maintaining their attention on their schoolwork.
Helpful Tips and Strategies for Teachers
In a school setting, some students are able to focus their attention on a specific object,
and completely ignore other stimulus around them. Therefore, when children are unable to focus
in school, attention problems arise. Children with attention problems are unable to sustain
attention in order to grasp the materials being taught thus receive poor grades, which could result
in academic failure. Attention can manifest in many disorders, affecting students in school,
which is not exclusive to attention deficit hyperactive disorder (ADHD). It is often mistaken that
students with attention problems have a diagnosis of ADHD, which is not necessarily the case
and school personnel may overlook this in schools. Attention problems can be manifested with
children who are mismatched with instruction; either the work is too hard or too easy. Anxiety,
stress, and autism, are several other disorders associated with symptoms of inattention. Since
lack of attention poses a deficit to children, strategies have been developed for teachers to use in
order to accommodate their students.
Attention Breaks
Students sometimes find it difficult to sustain attention when they work independently for
long periods. Teachers can accommodate these students by providing attention breaks. By
giving students a break during these periods, students are able to mentally separate from the
Attention Resource Handbook 7
given task to a preferred choice, and then go back to the task directed by the teacher. Attention
breaks can refresh the students’ mind and also reinforce learning.
Schedule Challenging Tasks for Peak Attention Times
Teachers can schedule heavy learning tasks at peak times (mornings) when students are
rejuvenated to enhance attention capacity. These peak times can be scheduled in the morning
when students are more refreshed and are able to focus for longer periods of time.
Preferential Seating
Preferential seating is placing the student with attention difficulties in a location in the
classroom where the student is most likely to pay attention. These locations might vary based on
the child; however, most children are placed in locations away from windows to limit outside
distractions. In addition, students can be placed within close proximity of teacher or in an area
where they are in direct line of sight of the teacher.
Testing Accommodations
Students who exhibit attention difficulties are often given testing accommodation if an
Individualized education plan (IEP) or 504 plan is placed. This allows students several
accommodations/modifications to classroom and state testing. These students can have
accommodations ranging from having the test being read to them, have questions repeated,
testing location in a small setting, and frequent breaks or breaks as needed. The small setting
provides less distraction to improve attention during testing and breaks as needed allows students
the opportunity to take a break in order improve their attention capacity.
Attention Resource Handbook 8
References
American Psychological Association. (2016). Retrieved from http://www.apa.org
Barkley, R. A. (Ed.). (2006). Attention-deficit hyperactive disorder: A handbook for diagnosis
and treatment (3rd ed.). New York: Gilford Press.
Cantwell, D. P., & Baker, L. (1991). Association between attention-deficit hyperactivity disorder
and learning disorder. Journal of Learning Disabilities, 24, 88-95.
DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions with attention
deficit hyperactivity disorder. A meta-analysis. School Psychology Review, 26, 369-381.
Fabiano, G. A., Pelham, W. E., Jr., Gnagy, E. M., Burrows-Maclean, L., Coles, E. K., Chacko,
A., et al. (2007). The single and combined effects of multiple intensities of behavior
modificaigton and methylphenidate for children with attention deficit hyperactivity
disorder in a classroom setting. School Psychology Review, 36, 195-216.
Rapport, M. D., Denney, C.B., DuPaul, G.J., & Gardner, M.J. (1994). Attention deficit disorder
and methylphenidate: Normalization rates, clinical effectiveness, and response prediction
in 76 children. Journal of the American Academy of Children and Adolescent Psychiatry,
33, 883-893.
James, W. (1890). The Principles of Psychology. New York: Holt.
Nigg, J, T. (2005). Attention, task difficulty, and ADHD. The British Journal of Developmental
Psychology. 23, 513-516.
Smith, C, M. (2006). Attention. Retrieved from
http://www-psych.stanford.edu/~ashas/Cognition%20Textbook/chapter3.pdf
WU, W. (2011). What is conscious attention? Philosophy and Phenomenological Research, 82,
93–120.
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Attention Resource Handbook 10
Part II: Website Resources
Website Summary:
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ADHD Together
Website: http://www.adhdtogether.com/
Mission: The goal of ADHD Together is to help parents and teachers in supporting school-age
children with ADHD. This website has been developed to cover the key steps needed to
encourage children with ADHD to thrive both at home and in school.
What you can find: This website includes the following areas in tabs:
About ADHD-
• The About ADHD tab includes 4 sections. These sections are Talking About ADHD,
ADHD Diagnosis and Management, The Impact of ADHD, and Addressing ADHD
Stigma. The Talking about ADHD section gives information to help parents and teachers
discuss what ADHD is, who it affects, and identify the symptoms of ADHD.
School Life-
• The School Life tab includes sections on ADHD in the Classroom, Changing School, and
Managing Behaviors. These sections have information to help parents and teachers
support children with ADHD in the classroom, improve their chances of success, support
children with ADHD to overcome the common challenges seen when children with
ADHD start a new class or school. It also helps parents and teachers to support a child
with ADHD to manage their challenging behaviors, and to take control of difficult
situations.
Life Skills-
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• The Life Skills tab includes 5 different sections. These 5 sections include How to Build
Self-Esteem; How to Manage Feelings and Friendships; Managing Time and Being
Organized; and Life and Career Expectations.
• Under the How to Build Self-Esteem tab, there is information to help the student with
ADHD think about the effect of ADHD on the child's self-esteem and self-confidence
and identifies ways to help build the child's self-esteem.
• The How to Manage Feelings tab includes information on identifying the underlying
cause of the child's challenging behaviors, get the child thinking about ways to manage
moods, and shows individuals how to work with the child to better express their
frustration. The Friendships section identifies how parents and teachers can help children
with ADHD develop and maintain friendships.
• The Managing Time and Being Organized section gives practical support to help children
build their time management and organizational skills.
• Life and Career Expectations tab gives options to the child's future career, and identifies
suitable career choices.
Additional Resources:
Each section on this website includes an additional resource from the topic discussed. These
resources can be found under the following link:
http://www.adhdtogether.com/adhd-resources
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Website Summary:
Learning Works for Kids
Website: http://learningworksforkids.com/
Mission: To inform and instruct parents and caregivers on how to enrich and enhance their
children's digital play time. Popular video games and digital media, when used mindfully and
responsibly, can be powerful tools for sharpening and improving children's academic
performance, cognitive thinking skills, and attention.
What you can find:
Games and Apps
• Under the games and apps tab, Learning Works for Kids offers over 400 games and apps
that stimulate students’ attention and focus, organizational skills, self-control, time
management, and other necessary skills to function daily in school. Each games informs
the parent and student on which skills are being sharpened while playing the game or
app in addition to Learning Quotient (LQ) score. The LQ reflects judgment on how well
the media balances entertainment quality with the potential for improving thinking skills
and academic proficiency. There is also a search engine where individuals can refine
and personalize their choice of games.
Thinking Skills
• Thinking Skills tab offers information on the following areas: Flexibility, Self-
Awareness, Focus, Self-Control, Organization, Time Management, Planning, and
Working Memory. Each link provides an overview of the specific areas of concern,
videos, recent articles, how to improve the area, tips to improve the skill in academics,
and the corresponding games and apps.
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Alternative Learners
• This tab provides individuals with information on ways to teach alternative learners
skills to use in an educational setting. These alternative learners include children who
are suffering from ADHD, Autism Spectrum Disorders, Anxiety, behavioral problems,
executive functioning, Depression, and earning disabilities. By clicking each of the
above disorders provides information such as fundamentals, signs, recommended digital
help, what thinking skills are impaired, how to improve academics, cautions, and
treatments.
Limitations:
• This website gives a strong general overview of how to increase a student's attention
using games, apps and other technology. What it does not include is specific
recommendations, instruction and information on how to help teachers and school
personnel, specifically, in the classroom at school.
Additional Resources:
About the Learning Quotient (LQ): http://learningworksforkids.com/dev-broken-
components/about-lq/
ADHD: http://learningworksforkids.com/alternative-learners/adhd/
Website Summary:
Attention Resource Handbook 15
Child Mind Institute
Website: http://www.childmind.org
Mission: The Child Mind Institute is a nonprofit organization located in New York, dedicated to
providing valuable information about children with mental illness and learning difficulties.
Their site spreads awareness and deconstructs the stigma associated with mental illness to allow
students to seek help when they need it. In addition, Child Mind works to enhance the study of
the developing brain and research to empower parents, educators to support their children.
What it includes:
This website includes a plethora of information that pertains to children with mental health issues
and learning problems and many other disorders that parents and teachers have concerns with.
Each tab contains information as follows:
Topic A-Z
• This tab contains all the topics on the website relating to concerns of both parents and
teachers as well as disorder common to children in schools. Attention and ADHD are
listed in the concern and disorder section consecutively. Here you can find useful
information on attention and the other disorders that presents with this symptom,
including, anxiety, ADHD, and Autism. In addition, this section includes articles on the
concerns and disorders listed on the website.
• Another section in the Topic A-Z includes an “ask an expert” section that contains
frequently asked questions in relation to concerns and disorders. There is also a
brainstorm blog section that includes current research that might be seen in the news
about various mental health and developmental disability disorders. The website also
offers a symptom checker, which includes questions relating to symptoms that a child
Attention Resource Handbook 16
might exhibit to screen for various mental health and developmental disability disorders.
There is also a glossary section which includes definition of a variety of words found on
the website.
For Families:
• This tab includes stories of children with ADHD, Autism, and anxiety. There is a
section on common concerns of parents as well as a parent guides. There are also
workshops that parents can register to attend.
For Educators:
• This tab includes quick tips and articles for behaviors associated with ADHD, attention,
and Anxiety. It also includes learning and behaviors issues, teacher’s guides and
educator workshops.
Benefits:
• There is an abundance of information for parents and teachers in regards to any
symptoms they might witness at school or within the home. For parents and teachers
whose students exhibit attention issues and ADHD, there are strategies and well as
information to empower them.
Limitations:
• The website does not provide evidence-based intervention strategies for parents and
teachers to use in the classroom or at home.
Website Summary:
Dr. Hallowell
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Website: http://www.drhallowell.com
Mission: Dr. Ned Hallowell is a world-renowned ADHD expert. His web page offers advice for
parents, teachers, and adults living with ADHD. Dr. Hallowell offers both a traditional
definition of ADHD as well as a human first perspective on those diagnosed with ADHD. This
website offers different resources as well as a popular blog discussing many aspects of ADHD.
All information on ADHD is found under the ADD & ADHD tab on the left hand side of the
webpage.
What You Can Find:
ADHD:
• This page includes information about ADHD for all ages. The page includes useful
articles for parents and teachers of children with ADHD. The site also includes many
resources and article for adults with ADHD ranging from how an individual's ADHD
plays a role in the work place to how it may affect marriage. Dr. Hallowell also offers
the medical definitions of ADHD, his own perspective, and other expert perspective. He
also explains a great deal of treatment ranging from medication, therapy, interventions,
to prayer and meditation. In this way Dr. Hallowell offers an open-minded view and
introductory explanation into the many facets of ADHD.
• This web page also offers a great amount of additional resources, literature, and apps.
You can also schedule upcoming events to further your knowledge of ADHD and living
a healthy life with ADHD. While this web page offers much to parents, it is a useful
resource to teacher, other professionals, and adults living with ADHD.
For Families:
Attention Resource Handbook 18
• Dr. Hallowell also offers tips for parents of children with ADHD. Topics include
finding out a child has recently been diagnosed with ADHD and possible next steps,
parenting strategies, and top ten most asked questions by parents of children with
ADHD. The web page also offers a forum for parents and other professionals to offer
advice and resources.
For Students:
• This webpage also offers great tips and strategies to help students start out the school
year right, tips to help them succeed in school, in addition to summer vacation smart
strategies.
For Teachers:
• Under the subsection of ADHD & Students, Doctor Hallowell provides of list of
classroom tips for teachers with students who are suffering from ADHD.
Limitations:
• While the website offers many resources it does not give explicit instruction as to how
to carry out attention interventions for students with ADHD. This is a web resource
primarily for ADHD information, not to find specific attention interventions. This site
is a great place to start exploring the research and literature involving ADHD, but
requires further research for greater detail into the vast number of topics discussed on
the web. While this is a comprehensive resource, it should be used in collaboration with
other literature.
Additional Resources:
http://www.drhallowell.com/add-adhd/additional-addadhd-resources/
Website Summary:
Attention Resource Handbook 19
Play Attention
Website: http://www.playattention.com/
Mission: Play Attention is a website used to improve attention by modifying behavior and
cognitive thinking skills for students with ADHD. Play attention provides many cognitive games
and training options to help students develop attention and listening skills. Cognitive training
can be used at home or in a school setting.
What it includes:
Families
• Information about their services and gives an overall view on what the program is about.
• Explains who this program will benefit and in what areas they can assist.
• Clinical studies that were completed and published with feedback.
• This website discusses different training and supports that are available.
• Provides variety of cognitive games that are typically difficult for people with attention
difficulties.
• Discusses how Play Attention assists with improving focus, behavior, academics, and
social interactions.
• The ADHD tab section provides parents and educators with different games and
strategies that focus on different areas of attention.
Answers:
• Provides general, health, ordering, educator, and software questions and answers.
• Information on cognitive skills and how they affect attention.
• Discusses neurofeedback and how the brain functions.
• Provides information on integration of feedback and educational methodologies.
Attention Resource Handbook 20
Adults:
• Provides services for adults for their children diagnosed with ADHD. The tab for adults
covers some previously repeated information about the benefits, help section, cognitive
games, clinical studies, information about Sheer Genius, a Dear Sheer Genius section for
parents to ask specific questions, and a compare us section with concrete information for
comparison purposes.
Educators:
• Discusses educational license and the costs for this program accumulates to
approximately $14 a day, or $2,495 per school year (180 days).
• Provides fundraising assistance to help educators raise money for the program.
• The 504/IDEA section is provided to educated about the educational impact of IDEA
and/or 504 Plan.
Professionals:
• Provides information on professional license and the costs for this program accumulates
to approximately $7 a day, or 2,495 per year (365 days).
• The ILab tab provides professionals with a video that talks about ILab and how it can be
used with another student or an entire classroom at one time. ILab allows professionals
to be able to monitor their students and see their progress.
• The Blogs tab offers different blogs that emphasizes attention deficit hyperactivity
disorder.
• The webinar tab offers parents and professionals to sign up for a webinar in order to gain
more information on how to approach children with ADHD.
Attention Resource Handbook 21
Part III: Evidence Based Interventions
Intervention Coach Card
Attention Resource Handbook 22
Attention: Instructional Match
Target: Instructional Match is an evidenced based intervention that alters instructional level to
decrease a student's off-task behavior. This intervention is applied to students that are given a
task that is too difficult and their attention is lost. This intervention is designed for students K-
12.
Location: This intervention can be used in the general or special education classroom at the
individual level.
Materials
• Curriculum Based Assessment (CBA) probes for subject being taught in class
• A variety of appropriate instructional materials
• Momentary Time Sampling Form (Appendix A)
• Pencils
Frequency: 30 minutes a day, 3 times a week for 8 weeks in total.
Progress Monitoring:
• When using a CBA, students need to be at an instructional level, 93%-96%.
• Students who are displaying off- task behaviors, during tasks, are typically at a 0%-92%
frustration level.
• The mastery level is at 97% and above.
Collect Baseline Data:
• Prior to implementing the Instructional Match intervention, off task behavior needs to be
operationally defined. For this intervention, students are typically at a frustration level
and are disengaged because of tasks being too difficult. Collect baseline data for 1 week
using the Momentary Time Sampling Form (See Appendix A). The Time Sampling Form
Attention Resource Handbook 23
is used at one-minute intervals. The teacher will mark an X if the behavior occurred
during that one-minute interval, or a 0 if the behavior did not occur during that period.
Total all X's (behavior occurred) for each session; and the total amount of behaviors that
occurred, and divide by the total number of intervals to calculate the percentage of off-
task behavior that occurred during the observation time.
• To determine the student’s attention capacity to instruction, create and provide student
with a Curriculum Based Assessment (CBA). The teacher can create the CBA for any
subject that is being taught, by using a CBA generator. (See Additional Resources).
Collecting Intervention Data
• Once the student's instructional level is determined and the intervention is being
implemented (30 minutes/3x per week for 8 weeks), data should be collected twice a
week for 8 weeks to determine whether the student's off task behavior is decreasing using
the same Momentary Time Sampling Form (See Appendix A). Calculate the percentage
of off task behavior. The goal of this intervention is for the student to show a decrease in
off task behavior the closer the student is to his/her instructional match.
Directions:
Step 1: Operationally define student's attention to instruction and collect baseline data.
Step 2: The teacher will collect baseline data for 1 week.
Step 3: To assess the degree to which there is an appropriate instructional match, you must first
identify the student’s current level of skill development using the appropriate curriculum-based
assessment (CBA) for the skill area. Using the CBA information, it will be possible to match
instruction to the student’s current level of skills. Give the student a variety of probes with
varying difficulties to define various skills that students should master, and identify a balance
Attention Resource Handbook 24
between instruction that is too difficult and instruction that is too easy for the student (i.e., the
student’s instructional level).
Step 4: Match tasks to current student ability by matching the materials to the student’s
instructional level. This is done for 30 minutes during whichever subject the student is having
difficulties with.
Step 5: Using the Momentary Time Sampling Form, conduct progress monitoring to document
student's off task behavior, and analyze the performance data at regular intervals (See Appendix
A).
Additional Resources:
Writing probe generator: http://www.interventioncentral.org/teacher-resources/curriculum-
based-measurement-probes-writing
Math probe generator: http://www.interventioncentral.org/teacher-resources/math-work-sheet-
generator
Citations:
University of Missouri (2016). Instruction Match. Retrieved from: http://ebi.missouri.edu/wp-
content/uploads/2011/03/ECU-EBI-Academic-Too-Hard-Instructional-Match.pdf
Algozzine, B. & Ysseldyke, J.E., & Elliott, J.E. (1997). Strategies and tactics for effective
instruction. Longmont, CO: Sopris West.
Braden, J. P. (2003). Psychological assessment in school settings. In I. B. Weiner (Series Ed.)
& W. C. Borman, D. R., Ilgen, & R. J. Klimoski (Vol. Eds.), Handbook of Psychology:
Vol.12. Hoboken, NJ: John Wiley and Sons.
Burns, M. K. (2007). Reading at the instructional level with children identified as
Attention Resource Handbook 25
Learning Disabled: Potential implications for Response-to-Intervention. School
Psychology Quartely, 22, 297-313.
Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessming the instructional level
or mathematics: A comparison of methods. School Psychology Review, 35, 401-418.
http://www.ebi.missouri.edu/?p=3
Clarke, S., Worchester, W., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple
measures to evaluate positive behavioral support: A case example. Journal of Positive
Behavioral Interventions, 3, 131-145.
Daly, E. J., III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting
a functional analysis of academic performance problems. School Psychology Review, 26,
554-574.
Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F.R. (1991).
Ervin, R.A., Kern, L., Clarke, S., DuPaul, G.J., Dunlap, G., & Friman, P.C. (2000). Evaluating
assessment-based intervention strategies for students with ADHD and comorbid disorders
within the natural classroom context. Behavioral Disorders, 25, 4.
Functional assessment, curricular revision, and severe behavior problems. Journal of Applied
Behavior Analysis, 24, 387-397.
Attention Resource Handbook 26
Intervention Coach Card
Attention: The Good Student Game
Target: On task behavior – Develop skills to remain on task and increase attention. This
intervention is designed for students K-8.
Location: General or special education classroom at the small group level.
Materials:
• Pencil
• Good Student Behavior Card (Appendix B)
• Timer
• Poster board
Frequency: 30 minutes 3x per week for 8 weeks
Progress Monitoring:
Collecting Baseline Data:
• The good student behaviors are operationally defined as staying in their seat, working
quietly, and participating in classroom discussions. Prior to implementing intervention
collect baseline data by tallying the frequency of students’ ability to stay in their seat,
work quietly, and participate in classroom discussions when necessary using the Good
Student Behavior Card (See Appendix B), which can be done during any classroom
assignment period.
Collecting Intervention Data:
• Progress monitoring is done by the teacher through collecting, tallying, and analyzing
data from the Good Student Behavior Card on a weekly basis (See Appendix B).
Attention Resource Handbook 27
Directions:
Teaching Students to Play the Good Student Game
Step 1: Define good student behaviors.
Discuss with students the importance of learning and the role that paying attention in class plays
in learning. Explain to the students that they will be playing a game to help them stay on task,
pay attention, and in turn increase their learning ability. The game is called the Good Student
Game. The teacher will list the behaviors on the board that operationally define good
behavior/on task behaviors (staying in their seat, working quietly, and participating in classroom
discussions).
Step 2: Give examples and non-examples of good student behaviors. Give students example of
classroom situations and ask students to give a “thumbs up” if they are using a good student
behavior or a “thumbs down” if they are not using good student behaviors.
• Example: Mrs. White writes 20 multiplication problems on the chalkboard. She asks her
class to copy the problem on paper and write the answers. They follow her directions and
write the multiplication problems.
• Non-example: Mrs. Newberry hands out a worksheet on capitalizing proper nouns. She
asks her students to follow the directions and turn in their worksheets when they finish.
Without asking, Tommy gets up to sharpen his pencil, and without raising his hand says,
“I don’t understand how to do this.”
Step 3: Model and monitor good student behaviors. Explain that monitoring is an important part
of the Good Student Game. Monitoring means deciding whether or not you and the students in
your group are in their seat, working quietly, and participating in classroom discussion when
appropriate. Let students know that they will be working as a group and every group will have a
Attention Resource Handbook 28
monitor. Monitors change and everyone will have a chance to be a monitor. Show the
monitoring sheet on an overheard and tell students that when the timer goes off, the group
monitor will check “yes” if all group members are in their seat and quiet and “no” if all group
members are not in seat and quiet.
• Practice good student behaviors. Use a role-play situation in which you ask a student to
read a book. Quietly, tell several students to get out of their seat and talk to their
neighbors. Set the timer for a minute or two.
• When the timer goes off, discuss whether or not students show good behaviors and model
marking the Good Student Monitoring Card. Do this several times.
Step 4: Practice playing the Good Student Game. Before playing the game, tell students if they
achieve an 80% or better on their monitoring sheets, they may earn a boost (10 minutes of
computer time); offer praise and encouragement to help students demonstrate good student
behaviors.
• Arrange students in a group of four or five so that group members can see one another.
• Provide one group member with a monitoring sheet and Good Student Behavior Card
(See Appendix B).
• Tell students they will practice playing the Good Student Game. Give student an
independent assignment. Set the timer for 1-2 minute intervals. Praise students for
demonstrating good student behaviors. Feedback such as, “Group 1, you’re doing a
fantastic job of following the good student rules, “or Marty’s team, thank you for
working quietly,” reinforces students for meeting teacher expectations. If students are
not demonstrating good behaviors, use a reminder such as, “I hope the timer doesn’t go
off. That would be a ‘no’ since you are not in your seat.”
Attention Resource Handbook 29
• After 20 -30 minutes, collect the monitoring sheets. Administer reinforcement to
students meeting the goal.
Citation:
Babyak, A.E., Luze, G.J., Kamps, D.M. (2000). The good student game: behavior management
for diverse classrooms. Intervention in School and Clinic, 35 (4), 216-223.
Attention Resource Handbook 30
Intervention Coach Card
Selective Attention: Auditory
Target: To increase student's on task behavior when auditory distractions are present. This
intervention is designed for students K-8.
Location: Classroom or quiet setting at the individual level.
Materials:
• Three decks of ordinary playing cards
• Stopwatch
• Pre-recorded digital player
• Person or digital distracter
• Student Recording Sheet
• Teacher Recording Sheet
• Progress Monitoring Sheet
• Weekly Parent Teacher Communication Sheet
• Pencils
Frequency: Three sessions daily at one-minute intervals for 8 weeks
Progress Monitoring:
Collecting Baseline Data
• Collect baseline data for 1 week by recording the student’s ability to remain on task to
class instruction while auditory distractions are present. Attention and auditory
distractions must be operationally defined in measurable and observable terms. For
example, when other students are speaking while the teacher is teaching. Total the
Attention Resource Handbook 31
number of tallies recorded of defined behavior and calculate the percentage of behaviors
student displayed (See Appendix C).
Collecting Intervention Data
• Collect intervention data weekly by observing the student's ability to remain on task to
class instruction while auditory distractions are present. Use the same operationally
defined definition of attention and auditory distractions as when baseline data was
collected. Calculate the percentage of defined behavior that occurred (See Appendix C).
The goal of this intervention is to increase the student's on task behaviors when auditory
distractions are present.
• Percentages calculated from recording sheet during intervention can be used as additional
data to see student's progress.
Home & School Communication:
Communication between student's parents and teachers should be done in a collaborative
manner. Sending parents the Weekly Teacher/Parent Communication sheet on a weekly basis
can do this. The Weekly Teacher/Parent Communication Sheet will be sent home beginning of
the week (Monday), and the parents will sign and return by the end of the week (Friday) (See
Appendix D).
Directions:
Step 1: Record the distraction tape utilizing three decks of cards. Ensure to speak very softly as
you name the cards more specifically (for example, “red three, black king, red five, red two”,
etc.) Record for one minute.
Step 2: Record the main tape in a normal volume of voice, saying only the colors as they come
up in the deck (being sure to shuffle the deck prior to this recording so that a different sequence
Attention Resource Handbook 32
of colors will come up than on the distraction tape). For example, the only words on the main
tape might be “red, black, red, red, black, red,” etc. record one minute of the main tape again at
the rate of one card per second.
Step 3: Put both tapes in the dual-cassette recorder to play at the same time (or, use two tape
recorders or a person for the distraction tape).
Step 4: Play both tapes and direct the student to mark the Student Recording Sheet when he or
she hears the word “red” following, or coming right after, the word “black” (See Appendix E).
Also tell him or her to pay attention to the louder tape. The teacher will be marking the Teacher
Recording Sheet at the same time with total amount of the word "red" following the word
"black" (See Appendix F).
Step 5: Compare the Student Recording Sheet and Teacher Recording Sheet to calculate the
percent correct the student received over one minute (See Appendix E and Appendix F).
Step 6: Calculate percentages.
*Count the umber of times student records red after black, and divide it by the total
number of red after black recorded. Then multiply that number by 100 to get the
percentage.
Citation:
Flick, G. L. (2016) Attention Training Games. Retrieved April 23, 2015, from
http://shchool.familyeducation.com/learning-disabilitie/treatments/37768.html
Attention Resource Handbook 33
Intervention Coach Card:
Computer Assisted Instruction: Catch the Ladybug
Target: This intervention targets student's on task behavior when visual distractions are present.
This intervention is designed for students K-5.
Goal: To increase a student’s on task behavior avoiding visual distractions. The main area of the
brain (parietal lobe of the cortex) is exercised and it is crucial for orienting visual attention and
then shifting it from one location to another. This activity also exercises the frontal lobe, which
is crucial for maintaining alertness.
Location: This is an individual intervention that can be used in a school or home setting and can
be utilized in various settings that have computer access.
Materials:
• Computer with a mouse
• Internet / Wi-Fi
• Attention games on website (See Additional Resources)
Frequency: Once a day with 3 one minute trials, 5 days a week for 8 weeks.
Progress Monitoring:
Collecting Baseline Data:
• Operationally define what visual distractions look like in the classroom, as well as the
students on task behavior. For example, tally and calculate the total number of times the
student did not move his or her head when another student gets out of seat. The baseline
is collected for 1 week using the Progressing Monitoring Sheet (See Appendix G).
• Keep a tally on how many distractions occurred in total to calculate percentages.
Collecting Intervention Data:
Attention Resource Handbook 34
• Use the same Progress Monitoring Sheet to tally and calculate the percentage of the total
amount of times student remains on task to class work when visual distractions are
present once a day for 8 weeks (See Appendix G).
• Keep a tally of the total amount of visual distractions that occurred to calculate
percentages.
• You can use computer-generated scores for additional data to show the increase in
students on task behavior when distractions are present.
Directions:
Step 1: Teacher/parent will read the directions to the students presented on the main page.
*Click as fast as possible on the ladybug that appears at random on your screen. The more
ladybugs you catch, the smaller and faster they will become.
Step 2: Teacher selects a difficulty level for student.
Step 3: Teacher tells students to start the 3 trials for the activity when he or she is ready.
Step 4: When the activity is complete, teacher will record the 3 trials. (See Appendix F and or
print out computer generated results).
Additional Resources:
Additional Attention Games: http://www.happy-neuron.com/brain-games#attention
Citations:
Murray, W., D, Rabiner, L., D. (2014). Teacher use of computer-assisted instruction for young
inattentive students: Implications for implementation and teacher preparation. Journal of
Education and Training Studies, 2(2), 58-66.
My Happy Neuron. (2016). Attention - Catch the lady bug! Retrieved from
http://school.familyeducation.com/learning-disabilities/treatments/37768.html
Attention Resource Handbook 35
Intervention Coach Card:
Sensory Motor Yoga Breaks
Target: Sensory Motor Breaks is an intervention for students struggling to maintain attention,
who also display inattentive behaviors. Sensory Motor Breaks, sometimes called movement
breaks, allows a student to participate in short periods of scheduled movement, with the goal of
gaining the student's attention for longer. These Sensory Motor Breaks require little time and
few materials, with the goal of increasing student attention / on task behavior. Yoga has become
an increasingly popular way to carry out Sensory Motor Breaks, and can be used at the
individual and group level. This intervention uses Yoga as a way to implement a Sensory Motor
Break before classroom instruction. This intervention is designed for students in grades K-5.
Location:
Sensory Motor Breaks can take place in just about any setting, including the classroom.
Students can participate from behind their desks, in an open space in the classroom, or in a
separate location (if available).
Materials:
• Yoga instruction hand out or access to GoNoodle.com.
• 50/60 Minute Frequency Data Collection Sheet. (Appendix H)
• Clock / Timer.
• Home/ School Sign off Sheet (Appendix I)
Frequency:
This intervention is implemented once daily for 10 minutes before a 50-minute academic
instructional period. For example, if the class has the most difficulty maintaining attention
Attention Resource Handbook 36
before Math instruction, the teacher will have the class participate in 10 minutes of the Sensory
Motor Yoga Break before 50 minutes of instruction.
Progress Monitoring:
• For this intervention, the teacher is going to be monitoring the number of times his/her
students are not maintaining attention / off task behavior using the Frequency Data
worksheet. Prior to collecting data, the teacher should define what the target behavior is.
For example, "Not maintaining attention / off task behavior can be defined as whenever a
student is not in his/her seat and is not following along with the academic work at hand".
The goal of this intervention is to decrease the frequency of the target behavior
(inattention / off task behavior).
Collecting Baseline Data:
• Using the Frequency Data collection worksheet the teacher will define the target behavior
(inattention / off task behavior) at the top of the sheet, as well as the day, time, and class
in appropriate locations. The teacher will collect baseline data during a 50 minute
academic period during the day, and should be the same period and academic area each
day. Each time a student in the class displays the target behavior (inattention / off task
behavior), the teacher will make a tally in the appropriate day / time box on the
Frequency Data collection worksheet. At the end of the 50-minute academic period the
teacher will total the number of times the target behavior occurred during the 50-minute
academic period as frequency. Baseline should be collected for about week (3-5 days of
baseline collection).
Collecting Intervention Data:
Attention Resource Handbook 37
• Before the 50-minute academic period the teacher will implement Sensory Motor Yoga
Break to the class. The teacher will lead the class in 10 minutes of child friendly yoga,
using posses from the Yoga instruction hand out. The teacher can also use the website
GoNoodle.com for video examples of child friendly yoga. Once the Sensory Motor Yoga
Break is complete the teacher will begin the 50-minute academic period and begin data
collection using the same methods as during baseline using the Frequency Data
worksheet. The target behavior will be recorded, along with day, time, and class. Again,
each time a student in the class displays the target behavior (inattention / off task
behavior), the teacher will make a tally in the appropriate day / time box on the
Frequency Data collection worksheet. At the end of the 50-minute academic period the
teacher will total the frequency of the target behavior occurred during the 50-minute
academic period (See Appendix H).
Progress Monitoring:
• The teacher can use the total frequency of the target behavior from each day to track
progress from the week of baseline through the 6 weeks of intervention to show progress.
The teacher should be looking for a decrease in the target behavior.
Home & School Communication:
This intervention can also be used in collaboration with parents/caregivers. The teacher
can make copies of the Yoga Poses to send home with students, or have his/her students create
accounts on GoNoodle.com. The students can practice their yoga at home before doing
homework with the goal of increasing student attention while doing homework. The teacher can
send students home with a Home/School Sign Off sheet (Appendix I), where the teacher can
explain the yoga activity the students are participating in during class, and suggest the students
Attention Resource Handbook 38
participate in 10 minutes of Yoga before beginning homework. The parents can then sign
documenting that the child participated in 10 minutes of Yoga before homework. This will not
be included in data collection, but will help the students’ practice their Yoga poses at home, and
hopefully help students pay better attention while completing homework.
Directions:
Step 1: The teacher will operationally define the target behavior (not maintaining attention / off
task behavior).
Step 2: The teacher will collect about 1 week of baseline data using the Frequency Data
worksheet without the intervention being implemented (3-5 days equating to 3-5 data points)
(See Appendix H).
Step 3: During the intervention phase the teacher will lead the class in 10 minutes of a Sensory
Motor Yoga break before a 50 minute academic period. The teacher will ask the students to
meet in an open part of the classroom or behind their desks to participate in the yoga.
Step 4: Example Script: "Class please stand up and go to the carpet for our yoga time. Look
here at the board, we're going to do the following poses (teacher will demonstrate and show the
poses the students will do using the yoga instruction hand out, or using a video from
GoNoodle.com)."
Step 5: The teacher should be able to encourage student effort. The students should all be able
to see the yoga instruction hand out, or see the teacher demonstrate the pose. The teacher should
also encourage deep breathing and relaxation from the students.
Step 6: The teacher will instruct the student to return to their seats after the 10 minutes of yoga
to begin the 50 minutes of academics. Once all the students have returned to their seats and the
lesson has begun the teacher should begin data collection for that day.
Attention Resource Handbook 39
Step 7: The teacher will collect intervention data for 6 weeks, collecting a data point each day on
the Frequency Data collection worksheet.
Additional Resources:
• For more Duration Data worksheets: http://www.escambia.k12.fl.us/pbis/data/
• Free Yoga videos and movement activities: https://www.gonoodle.com/
• Free Printable Yoga Poses: https://www.pinterest.com/yogisurprise/yogi-kids/
• For more in depth child friendly yoga materials (relatively low cost): Yogarilla Exercise and
Activities Yoga Deck.
https://www.superduperinc.com/products/view.aspx?pid=otsc8609#.VxvoV9T3arU
• More literature for Sensory Motor Breaks: https://funandfunction.com/blog/wp-
content/uploads/2014/10/Activity_Guide_web.pdf
Citation:
Helms, K. S. (2010). A study of the impact of sensory integration strategies for reducing
negative behaviors of ADHD students (Order No. 3427328).
Noddings, A. T. (2012). How educators can use sensory integration techniques in the
classroom to improve focus in young children: Perspectives from occupational
therapists (Order No. 3516321).
Pashler, H. (1991). Shifting visual attention and selecting motor responses: Distinct attentional
mechanisms. Journal of Experimental Psychology: Human Perception and
Performance, 17(4), 1023-1040.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. YC
Young Children, 68(2), 34-40,42-43.
Attention Resource Handbook 40
Part IV: Appendices
Attention Resource Handbook 41
Appendix A
Momentary Time Sampling Form
Student’s Name: Teacher: Subject/Period: Date(s): Behavior Definition (in specific, observable, measurable terms):
Total Observation Time: Length of Each Interval:
Date Interval # Total times behavior occurred (X)
1 2 3 4 5 6 7 8 9 10
O or X
Date Interval # Total times behavior occurred (X)
1 2 3 4 5 6 7 8 9 10
O or X
Date Interval # Total times behavior occurred (X)
1 2 3 4 5 6 7 8 9 10
O or X
Date Interval # Total times behavior occurred (X)
1 2 3 4 5 6 7 8 9 10
O or X
Percentage of total time behavior occurred: %
Attention Resource Handbook 42
Appendix B
Good Student Monitoring Card
Part V: References
Attention Resource Handbook 43
Appendix C
Progress Monitoring Sheet
Name: Week: Dates:
Defined Behavior: Defined Auditory Distraction:__________________
Recording Sheet: Tally the number of times student displayed the defined behavior for 1 minute and tally the number of times the distraction occurred during that one minute. Divide the total number of behaviors occurred by the total number of distractions and multiply that number by 100 to calculate percentage.
Monday Tuesday Wednesday Thursday Friday Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ____________%
Monday Tuesday Wednesday Thursday Friday
Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Distraction Occurred:
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ___________%
Total Behaviors Occurred: Total ____________%
Attention Resource Handbook 44
Appendix D
Weekly Parent/Teacher Communication Sheet
Name: ____________________________ Date: ________________
Indicate the rating of redirections for each subject during homework time.
Homework:
Spelling ______________________
Reading ______________________
English ______________________
Math ______________________
Science ______________________
Social Studies ______________________
* Attention Rating Scale:
Great – 0-3 redirection
Good - 4-6 redirection
Fair - 7-9 redirection
Poor - 10 + redirection
Parent Comments:
Parent Signature: _________________________
Date: ________________________
Attention Resource Handbook 45
Appendix E
Student Recording Sheet Name: Date: Directions: Tally the number of times you hear "red" after the word "black."
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Attention Resource Handbook 46
Appendix F
Teacher Sheet Name: Week: Dates:
Defined Behavior: Defined Distraction:__________________
Monday Tuesday Wednesday Thursday Friday Trial 1 Total: __________%
Trial 1 Total: __________%
Trial 1 Total: _________%
Trial 1 Total: _________%
Trial 1 Total: ___________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: ___________%
Trial 3 Total: __________%
Trial 3 Total: ___________%
Trial 3 Total: __________%
Trial 3 Total: __________%
Trial 3 Total: ___________%
Monday Tuesday Wednesday Thursday Friday
Trial 1 Total: __________%
Trial 1 Total: __________%
Trial 1 Total: __________%
Trial 1 Total: __________%
Trial 1 Total: ___________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: __________%
Trial 2 Total: ___________%
Trial 3 Total: __________%
Trial 3 Total:__________%
Trial 3 Total: __________%
Trial 3 Total: __________%
Trial 3 Total: ________%
Attention Resource Handbook 47
Appendix G
Progress Monitoring Sheet Name: Date:________________________________ Operationally Defined Behavior: Defined Visual Distraction:_____________________
Directions: Tally the number of times student displayed the defined behavior in 1 minute and tally the number of times the distraction occurred. Divide the total number of behaviors occurred by the total number of distractions and multiple that number by 100 to calculate percentage.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Total Distractions: ______________ Total Behaviors: ______________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ______________ Total Behaviors: ______________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ______________ Total Behaviors: ______________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ______________ Total Behaviors: ______________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Total Distractions: ________________ Total Behaviors: ________________
Attention Resource Handbook 48
Appendix H
50/60 MINUTE WEEKLY FREQUENCY DATA SHEET CLASS: _________________________ School: ________________________Grade: _______ Observer(s): _______________________________ Instructions: Write a description of the target behavior. Place a tally mark under the appropriate day for each occurrence of the target behavior. Target Behavior: _________________________________________________________________________________ From Time Instructional Period Begins:
To Time Instructional Period Ends:
Monday Tuesday Wednesday Thursday Friday
Date: Date: Date: Date: Date:
FREQUENCY
Attention Resource Handbook 49
Appendix I
Dear Parent(s) / Caregiver(s) As you may have heard, We have been doing Yoga in class before our academics. This is a technique to try to increase your child's attention while participating in class work. This same technique can also be used at home! I have attached a copy of some of the yoga poses we do in class. (If feasible) Please have your child perform 10 minutes of yoga before beginning their homework. Feel free to join in!!!! Please let me know if this was helpful in keeping your child focused while doing their homework by answering the following questions. 1. Did your child perform 10 minutes of yoga before
homework? Please circle: Yes / No 2. Do you feel this helped your child maintain focus
and attention while completing their homework? Please circle: Yes / No
3. Would you do this again with your child? Please circle: Yes / No
Thank you for your participation in our Yoga and this form! Sincerely,
Please sign and return with your child.
___________________________________________ _________________
Parent / Caregiver Signature Date
Attention Resource Handbook 50
Part V: References
Attention Resource Handbook 51
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Cantwell, D. P., & Baker, L. (1991). Association between attention-deficit hyperactivity disorder
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Attention Resource Handbook 52
Clarke, S., Worchester, W., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple
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Attention Resource Handbook 53
Murray, W., D, Rabiner, L., D. (2014). Teacher use of computer-assisted instruction for young
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Attention Resource Handbook 54
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