Attention Intervention Resource Handbook By: Matthew...

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


Part I: Introduction


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?

http://www.apa.org)/


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


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


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.


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.

http://www.apa.org/


Part II: Website Resources

Website Summary:


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-

http://www.adhdtogether.com/


• 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


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.

http://learningworksforkids.com/


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.


About the Learning Quotient (LQ): http://learningworksforkids.com/dev-broken-

components/about-lq/

ADHD: http://learningworksforkids.com/alternative-learners/adhd/

Website Summary:

http://learningworksforkids.com/dev-broken-components/about-lq/

http://learningworksforkids.com/dev-broken-components/about-lq/

http://learningworksforkids.com/alternative-learners/adhd/


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

http://www.childmind.org/


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


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:

http://www.drhallowell.com/


• 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.


http://www.drhallowell.com/add-adhd/additional-addadhd-resources/

Website Summary:

http://dr.hallowell.com/

http://www.drhallowell.com/add-adhd/additional-addadhd-resources/


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.

http://www.playattention.com/


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.


Part III: Evidence Based Interventions

Intervention Coach Card


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


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


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).


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

http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing

http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing

http://www.interventioncentral.org/teacher-resources/math-work-sheet-generator

http://www.interventioncentral.org/teacher-resources/math-work-sheet-generator


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: 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


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).


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


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.”


• 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.



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


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


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


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

http://shchool.familyeducation.com/learning-disabilitie/treatments/37768.html


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.



• 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.



• 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 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

http://www.happy-neuron.com/brain-games%23attention


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


before Math instruction, the teacher will have the class participate in 10 minutes of the Sensory

Motor Yoga Break before 50 minutes of instruction.


• 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).


• 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).



• 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).


• 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


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.


Step 7: The teacher will collect intervention data for 6 weeks, collecting a data point each day on

the Frequency Data collection worksheet.


• 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.

http://www.escambia.k12.fl.us/pbis/data/

https://www.gonoodle.com/

https://www.pinterest.com/yogisurprise/yogi-kids/

https://www.superduperinc.com/products/view.aspx?pid=otsc8609%23.VxvoV9T3arU

https://funandfunction.com/blog/wp-content/uploads/2014/10/Activity_Guide_web.pdf

https://funandfunction.com/blog/wp-content/uploads/2014/10/Activity_Guide_web.pdf


Part IV: Appendices


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


1 2 3 4 5 6 7 8 9 10

O or X


1 2 3 4 5 6 7 8 9 10

O or X


1 2 3 4 5 6 7 8 9 10

O or X

Percentage of total time behavior occurred: %


Appendix B

Good Student Monitoring Card

Part V: References


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 Behaviors Occurred: Total ___________%




Total Behaviors Occurred: Total ____________%

Monday Tuesday Wednesday Thursday Friday










Total Behaviors Occurred: Total ____________%


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: ________________________


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


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: ___________%


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: ________%


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: ______________
















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:


Date: Date: Date: Date: Date:

FREQUENCY


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


Part V: References


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Barkley, R. A. (Ed.). (2006). Attention-deficit hyperactive disorder: A handbook for diagnosis

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Burns, M. K. (2007). Reading at the instructional level with children identified as

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Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessming the instructional

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Cantwell, D. P., & Baker, L. (1991). Association between attention-deficit hyperactivity disorder

and learning disorder. Journal of Learning Disabilities, 24, 88-95.

http://www.apa.org/



Clarke, S., Worchester, W., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple

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