Grade Level 3-5

Area of deficit
Attention: difficulty with focusing on a task for longer than five minutes at a time and switching
attention between two tasks at once.
Objectives:

Client will be able to pay attention to lesson or task for ten minute time periods
increasing to fifteen etc.
Client will switch attention between two tasks at once.

Materials
Paper and Pencil
Newspaper, magazine, or book
List of key words
Suggested Time: 2 or more Class periods
Resources:
Newspapers, magazines, books, movies, music albums, videos (made by consultant about
desired passages).
Procedures
1. To start the activity, offer client the choice of a newspaper page, magazine, or book.
Have a list of key words ready for each that they will search out, keep track of, and make
down each time they are used within a preset number of pages or paragraphs. Have client
write down competing internal thoughts that distract them to attend to later (Memory and
Attention, n.d.).
2. When client is done discuss any words they may have missed, ask them why they think
they missed it, what they were distracted by, and how they think they could make sure not
to miss it in the future.
3. Then read student selected passages out loud and again have them write down the key
words but instead having them listen instead of look.
4. Discuss any words they may have missed and also compare to words missed when
student read the passage, ask why they think they missed it, what they were distracted by,
and how they think they could make sure not to miss it in the future. Could also be done
with a video, movie, or album.
Teaching Attention Strategies:
1. Begin sessions with as little distraction as possible; ensure a quite and organized space to
see how client reacts under perfect conditions.

2. When client is able to attend to activity for a ten-minute intervals increase amount of
noise or distraction gradually (Memory and Attention, n.d.).
3. When client is able to attend to activity for a ten-minute intervals increase the amount of
time asked to attend by five-minute intervals. (Memory and Attention, n.d.).

Elaborative Rehearsal
If client gains ground in attention time period, distraction limitations, or focusing on different
tasks at once offer them a treat of their choice (candy, small token, or special stickers added to a
personalized board).
1. Have client listen for key words during a listening session while doing a physical task
as well i.e. erasing blackboard, cleaning out desk, or doing jumping jacks (Memory and
Attention, n.d.).
2. Have client read/listen to same passage next day at different time to compare/contrast
when their best time for attention is, as well as if they were able to attend better after
subsequent readings (Memory and Attention, n.d.).
3. Have client write down words they hear their parents/caregivers or favorite TV characters
say more than others. Have parents/caregivers keep track as well.

References
Clikeman, M (n.d). Research in brain function and learning: The
importance of
matching instruction to a childs maturity level. American
Psychological Association. Retrieved from
http://www.apa.org/education/k12/brain-function.aspx
Memory and Attention. (n.d.). Retrieved September 15, 2015, from
http://www.mageerehab.org/files/3600.pdf
Huitt, W. (2003). The information processing approach to cognition.
Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from
http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Wolfe, P. (2010). Brain matters: Translating research into classroom
practice. (2nd
ed.). Alexandria,VA: Association for Supervision & Curriculum
Development.