The behaviour linked EFs: 4. Building sustained attention Sustained attention is the capacity to keep focusing on a situation or task in hand despite distractions, fatigue or boredom. This means being able to maintain attention in class, persevere with prep and complete any chores you set. If sustained attention is weak you will be conscious that your teenager may need directions/instructions to be repeated and that they are frequently ‘off task’. You may also be aware of your teenager jumping from one task to another, and often failing to complete the preceding task before choosing to move on to a second. Your teenager may seek distractions such as checking their phone every few minutes. It is possible that teenagers today have less capacity for sustained attention than previous generations, partly due to the fast-paced technological world in which we live, where things seem designed for instant gratification rather than sustained attention and perseverance.
Remote learning can highlight difficulties with sustained attention, because your teenager is currently working at home in isolation, and thus does not have the external stimuli of classmates to help keep them motivated, or against whom to compare their own ability to concentrate. What you might see at home is: • Taking frequent breaks when working • Taking breaks that are too long • Being internally distracted – by thoughts, states, moods, daydreams
• Being externally distracted – by sights, sounds, technology (phone, computer, TV, video games etc.) • Not knowing limits (e.g. how long they can sustain attention) or when the best time to study is • Not recognising for themselves when they are off task
Ideas about how to help with sustained attention difficulties:
• Try to encourage your teenager to identify particular tasks (e.g. prep) that are tough to focus on, and talk to them about whether there are ways to modify the tasks (such as breaking them into smaller parts) that could help them to maintain attention and complete the task. • Provide supervision, by checking in with your teenager periodically to see how they are doing, or to help them put the distractions to one side. • Try to have a discussion about how long your teenager feels they can work on a task before needing a break, and then discuss whether a timer would be a good idea to depict elapsed time (pupils often can have a distorted sense of the passage of time, particularly if it is a task they are reluctant to do). • A regular very brief alarm / agreed upon cue, can be effective to help your teenager refocus, if this sustained attention is a particular problem area for them. • Use incentive systems – e.g. ‘first - then’ plans, whereby they complete the less preferred activity first and can then move on to a more preferred one. • Always give praise for staying on task and for successfully completing a task (instead of negative connotations – e.g. the teenager perceiving that they are ‘nagged’ to complete work).
Managing Sustained Attention self-check form (to increase self-awareness of what possible triggers are) Item Taking breaks that are either too frequent or too long
Not a problem
Notes
Running out of steam before you’re done Related questions: • Is it worse with some subjects than others? • What do you say to yourself that leads you to either give up or to stick with it? • Does the length of the piece of work make a difference in your ability to complete it? Becoming distracted whilst doing work / prep Related questions: • What kinds of things distract you? • Have you found places to study that minimise distractions? • How do you handle distractions when they come up?
Pupil self-help strategies:
• • • • •
Tips Set realistic work goals and stick to them Take planned breaks and get back to work on schedule Gather all necessary materials before beginning a task Build in rewards for completing tasks Other strategies?
Self-talk • You cannot walk away from this • Don’t quit now • Back to work • Work first then play • Your own idea?
• TWINK • Think about the task • Write three steps to begin the task: o ? o ? o ? • Initiate (begin) the first step • Next step - begin the next step • Keep on going
Please feel free to email me (marsdenz@kesw.org) if you would like me to do any 1:1 input with your son/daughter to help them get back on track with any of these skills.
Kind regards, Zoe Marsden Head of Learning Support and SENCO - King Edward's Witley