Are you looking for strategies that help your students attention span? If so, keep reading.
1. Create an for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).
2. Give clearly stated instructions, written or oral (e.g., make instructions as simple and concrete as possible).
3. Select various people (e.g., peer, counselor, paraprofessional, etc.) to help the learner .
4. Get the learner to listen and take “Who, What, Where, On occasions where, How, and Why” notes when information is presented.
5. (1) What, (2) How, (3) Learning materials, and (4) On occasions where.
6. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.
7. Give the learner an is overly distracting.
8. Urge the learner to create a 30-second description of their goal to help them and focused (e.g., “I will listen carefully. The better I focus and , the better I will perform.”).
9. Provide information to the learner on a one-to-one basis or use a .
10. Give an incentive statement along with an instruction (e.g., “You can go to lunch after you finish 15 .”).
11. Praise the learner for for the duration of time the learner can be successful. As the learner demonstrates success, slowly increase the duration of time required for reinforcement.
12. Minimize the amount of information on a page if it is (e.g., less print to read, fewer problems, isolate information that is presented to the learner, etc.).
13. Make the conclusion of the first appropriate to perform the second.
14. Reward the learner for for a specific duration of time (e.g., a break, visit briefly with a peer, etc.).
15. Pair the tasks with the student’s level. On occasions where the learner is feeling highly active, give them tasks that require a great degree of movement. On occasions where the learner is most likely to pay attention, give them tasks that require less movement and more sitting.
16. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to concentrate.
17. Support the learner in . As the learner shows success, slowly lessen the amount of assistance given and require the learner to independently .
18. that is quiet and tidy (e.g., clean, well-lighted, fresh smelling, and at a comfortable temperature).
19. Let the learner occasionally take a home when the work setting is overly distracting.
20. Reward the learner for finishing a task within the amount of time allotted.
21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. to view list of assistive technology apps that we recommend.
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1. Create an for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).
2. Give clearly stated instructions, written or oral (e.g., make instructions as simple and concrete as possible).
3. Select various people (e.g., peer, counselor, paraprofessional, etc.) to help the learner .
4. Get the learner to listen and take “Who, What, Where, On occasions where, How, and Why” notes when information is presented.
5. (1) What, (2) How, (3) Learning materials, and (4) On occasions where.
6. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.
7. Give the learner an is overly distracting.
8. Urge the learner to create a 30-second description of their goal to help them and focused (e.g., “I will listen carefully. The better I focus and , the better I will perform.”).
9. Provide information to the learner on a one-to-one basis or use a .
10. Give an incentive statement along with an instruction (e.g., “You can go to lunch after you finish 15 .”).
11. Praise the learner for for the duration of time the learner can be successful. As the learner demonstrates success, slowly increase the duration of time required for reinforcement.
12. Minimize the amount of information on a page if it is (e.g., less print to read, fewer problems, isolate information that is presented to the learner, etc.).
13. Make the conclusion of the first appropriate to perform the second.
14. Reward the learner for for a specific duration of time (e.g., a break, visit briefly with a peer, etc.).
15. Pair the tasks with the student’s level. On occasions where the learner is feeling highly active, give them tasks that require a great degree of movement. On occasions where the learner is most likely to pay attention, give them tasks that require less movement and more sitting.
16. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to concentrate.
17. Support the learner in . As the learner shows success, slowly lessen the amount of assistance given and require the learner to independently .
18. that is quiet and tidy (e.g., clean, well-lighted, fresh smelling, and at a comfortable temperature).
19. Let the learner occasionally take a home when the work setting is overly distracting.
20. Reward the learner for finishing a task within the amount of time allotted.
21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. to view list of assistive technology apps that we recommend.
The post appeared first on .