Attention Difficulties Tutoring
What might attention difficulties look like in students?
Your child may have attention difficulties if they show inattentive, hyperactive, or impulsive behaviours.
These may include:
- Difficulty with focusing
- Becoming easily distracted
- Difficulty with following instructions
- Lacking attention to details
- Losing or forgetting things or constantly being unorganised for a task
- Restlessness, fidgety and unable to sit still
- Blurting out answers, unable to wait for their turn or moving from their seat when they are expected to sit quietly
- Difficulty with filtering out unimportant sensory information
- Difficulty in shifting focus from one activity to another
- Not monitor their work quality
- Rush through work, not attending to details and seemingly unwilling to take pride over their work
What strategies do Forging Roots Education use when tutoring students with attention difficulties?
At Forging Roots Education, our calm, distraction-free office provides the perfect environment for your child to focus on their learning, away from the sensory overload of a busy classroom. We establish routines and use materials such as visual timetables, visual timers and organisational charts that help students know what to expect in every session and what is required of them. Skills are broken down into small steps and taught in a sequential manner and we use short, clear and concise instructions given one at a time.
We carefully monitor students’ arousal levels and change activities or provide a movement break when we notice a student’s attention is drifting. These changes restore safety and help students refocus so they are able to attend better to given activities. Occupational Therapy reports will help inform us as to the type of movement break we should provide and which sensory system needs to be stimulated. Students may require stimulation of the proprioceptive system (where they are in space), vestibular system (position of the head and body in relation to the ground), tactile system or may require a movement break that allows the two hemispheres of the brain to talk to each other.
Our aim is that students learn to monitor their own emotions and arousal levels. Over time students will be able to determine whether they feel ‘slow and tired’, ‘fast and emotional’ or ‘fast and wiggly’ and request a movement break without any prompting.
Bruckner, L. (2014). The Kids Guide to Staying Awesome and in Control. London: Jessica Kingsley Publishers.