Interventions for
Interventions for
Sustaining Focus
Sustaining Focus
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Before you start, a few important points:
Try multiple interventionsEach intervention should be tried for designated length of timeMore than 1 intervention may be implemented at the same timeCollect and track specific data on each intervention tried & its effectIf your data indicates no progress after the designated length of time, you may consider another intervention or look at a different root cause and different set of interventionsInterventions:
Pacing of Lessons
Don’t lecture more minutes than their age, WITHOUT stopping for active reflection or processing.
Use timer to quietly (vibrating mode) remind you to stop and engage, process, or reflect.
Variety of Styles
Mix the pattern of your lesson with: listen, talk to your partner, listen, draw an example, listen, read and discuss with a partner, and then summarize.
Limit stimulation when dealing with behavior problems. However, increase stimulation in learning situations to increase dopamine levels so they can muster the energy to focus.
White noise - background noise such as music. Finding the exact level of background noise that each student needs is key.
Movement - fidget toys like squeeze balls & inflated seats. Stand while work. Option of standing at a learning podium at back of room.
Active engagement - movement, discussions, and problem solving.
Visualization - Using visual imagery that includes sensory details (see, feel, smell, hear, taste) engages their emotional brains with strong feelings that increase focus.
Lacks Enough Support to Keep Frustrations Manageable
Teach them to recognize their own frustrations
Teach them to ask for help when they get frustrated
Teach Self-Monitoring Skills
Track their own on and off-task behavior. With help, over time, they’ll get more accurate at understanding what’s on and off task.
Teach them to reduce their own distractions during their most common times of struggle.
Chart Moves - from the book “The Tough Kid Toolbox” by William R. Jensen, Ginger Rhode, and H. Kenton Reavis
Student choses picture of reinforcer they would like to earn. See sample chart moves frames.
When cuing system goes off, student self-monitors whether he is on task (after having directly taught this skill). See “How to Stay on Task poster” as an example
If he’s on task, he connects a dot. When he connects to a bigger dot, he earns a small or quick reinforcer such as short break.
When he connects all the dots, around the chart, he earns a larger reinforcer.
Could also be used for entire class rather than 1 individual.
Random cuing system
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