Attention and engagement

• May not always accept adult direction.
• May find it challenging to start and/or end an adult directed task or take part in an adult led group activity.
• May demonstrate impulsive behaviours, for example shouting out.
• May struggle to understand and follow school boundaries, expectations, structures and routines.
• May frequently make mistakes in schoolwork or other activities due to inattention to details.
• May either avoid or is reluctant to engage in tasks that require prolonged focus and concentration.
• Easily loses focus and is easily distracted.
• Is often fidgeting or squirming; may find it hard to sit still.
• May talk excessively.
• May blurt out answers.
• Unable to wait for their turn.
• Frequently interrupts conversation, activities or games.
• Often acts before they think.
• May appear forgetful.
• Can struggle to follow verbal instructions.
• May struggle to filter sensory input in order to attend or focus.

Based on need, some of this provision will be effective.

• Support waiting, interrupting or ending learning by using memory cards that have a word, picture or symbol as a visual prompt that shows the child or young person what they will be able to complete later. These can be used as a concrete reminder of the task that is yet to be finished, that both adults and the child or young person can keep in mind.
• Deliberate use of indirect communication including:
  • physical prompts (for example tapping shoes instead of saying “Please put your shoes on”)
  • visual prompts (pictures or checklists, ensuring the child or young person has an element of choice and control, for instance in the order that things are done rather than a more formal ‘First this … then that …’ approach)
  • telling someone else to do something whilst in the child or young person’s earshot
  • leaving leaflets or books ‘lying around’ for the child or young person to pick up out of natural curiosity
  • communicating using role play or via a third party (for example communicate through a favourite toy or by adopting the persona of a favourite character).
• Repeat directions and instructions using the same language again, avoiding the use of negatives (for example don’t, no), using positive, repetitive language for example ‘I need you to walk…’.
• Adults adjust task expectations and reduce demands pro-actively.
• Personalised visual supports such as checklists and task plans are in place to support understanding of the steps needed to complete a task.
• TEACCH (Teaching, Expanding, Appreciating, Collaborating and Cooperating, Holistic) type approaches are implemented to support engagement in tasks and to develop independence in learning.
• Frequently acknowledge positive behaviours and effort, reinforcing them using specific praise. Individualised rewards systems are in place, with a focus on positive engagement, rather than attainment.
• Provide access to a distraction free ‘work station’ to complete tasks and teach the child or young person how to request and access it appropriately.
• Ensure that the child or young person is made aware of the purpose or intention of the expectation.
• Use agreed cues between adult and the child or young person to remind them to focus on the task or to ask for help.
• Teach and practise alternative strategies to calling out and provide visual reminders for these. For example provide a jotter so the child or young person can write down their thoughts. Teach these skills outside of the classroom first before transferring them into lessons.
• Break down social rules around when to talk by using visual clues, for example hold up different coloured cards in lessons to signal when children and young people can talk freely, use hands up or take turns, need to be quiet. A ‘traffic light’ cue card (Red – listen silently; Amber – think, use notepad, hand up; Green – talk partners) could be used to support individuals with monitoring when they can contribute freely.
• Planned provision to support executive functioning (attention, working memory, inhibitory control, planning and organisation, cognitive flexibility and emotional self-regulation) is carefully considered.

Support services

• • Devon’s Social, Emotional Mental Health (SEMH) Team
  • Devon’s SEMH Team offer of training and consultancy
  • Devon’s Educational Psychology service

• • Children and Family Health Devon referral form for Neurodiversity, Mental Health and Mental Health Support Team in Schools (MHST), sensory and Speech, Language and Communication.

Further reading and information

• • NHS – Attention deficit hyperactivity disorder

• • Devon psychology in action guides: Attention and concentration

• • ADHD Foundation

Resources to share with parents

• • Services for Families – ADHD Foundation