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Attention

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by

J E

on 15 August 2010

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Transcript of Attention

Mental Energy Attention Control Intake Output Alertness Mental Effort Sleep-Arousal Consistency Trouble staying alert Attention hard to attract Loses focus unless very interested trouble finishing things difficulty starting work hard time doing work trouble falling / staying asleep trouble getting up in the morning looks tired unpredictable behavior / work has excellent days and poor days keeps tuning in and out Selection Depth and Detail Mind Activity Span Satisfaction easily distracted by sounds Focuses on unimportant details Forget what they have just heard Focuses too deeply at times Misses important information mind not active while listening Has unusual ideas or thoughts Daydreams / free associates easily Doesn't concentrate long enough
Shows uneven concentration
Has trouble shifting attention Craves excitement
has trouble delaying gratification
gets bored easily Previewing doesn't think ahead before acting
Has trouble planning work
Is unprepared for what's coming next Options Does the first thing that comes to mind
Does not use strategies
Does not stop and think through decisions
Pace Is overactive and fidgety
is disorganized with time
does many things too quickly Quality makes many careless errors
fails to notice when bothering others
has trouble knowing how s/he's doing
Reinforcement punishment doesn't make a difference
seems not to learn from experience
keeps making same kinds of mistakes easily distracted by visuals frontal lobe inhibition foresight / hindsight organization and planning sense of time self-talk emotional response multi-tasking monochronic polychronic other factors emotional physical environmental cultural PTSD nutrition sedentariness community school home anxiety "58% of children in Detroit public schools are suffering the effects of lead poisoning"
-change.org The attention control spectrum and its effect on student behavior and performance.
Strategies for inclusive and effective teaching
Advocating for students with learning differences.
Lesson Plans Workshop Attention, behavior, and learning: acknowledging strengths in all students Sarah Christensen
Jessamyn Embry Sandanona Conference
SIT Graduate Institute
26 May 2010 Where do you see potential areas of difficulty for students with attention control challenges?


What kinds of modifications or preventative measures could you take to make the lesson more inclusive and effective?

What can we do as teachers? classroom
environment classroom
management & procedures presentation of
material what not to do executive functioning values practices
Full transcript