5 Ways to Teach Your Child to Pay Attention

When a child has a short attention span, it affects many areas of learning.  Children are often easily distracted and inattentive, so as teachers we find ourselves having to repeat instructions and redirect our student’s attention to the task at hand.  At times, pursuing those tangents our kids lead us on can actually be both fun and educational.  For those times when you really need to get something specific accomplished, those “rabbit trails” can be a source of frustration.

My dog, Daisy, has demonstrated to me in a very visual way just how many twists and turns a rabbit trail can take.  With her nose to the ground, she tracks the path the neighborhood cottontail has taken through our backyard.  Every little bit Daisy suddenly changes direction in seemingly random moves, sniffing away, moving rapidly but ultimately going nowhere.  This paints a mental picture of how it has been on those days when I’m trying to teach my distractible kids.  I exert a lot of energy, but getting pulled off course in so many directions leaves me feeling like I’m getting nowhere just like Daisy as she dashes around my back yard following the rabbit’s scent but never catching up to it.

I’d like to share with you some practical ways to stretch your child’s attention span using materials and daily activities that are already part of your routine.  Remember, children with attention challenges like novelty, interaction, and brevity.  It is counter-productive to plan a lengthy activity to work on attention span development.  Instead, try activities like these:

1.                              Do the unexpected.  When a child’s mind starts to wander, pull their attention back by introducing something unanticipated.  Try changing up a familiar story to catch your child off guard.  For example, when telling the story of the three bears discovering Goldilocks in Baby Bear’s bed, instead of having her run off, have Goldilocks say, “I’m going to turn you all into bear rugs!”  When your startled child reacts and tells you that’s not how the story goes, have him tell you the proper version.  Now you’ve got your child’s attention, he is engaging in on-task behavior, and developing his language skills and attention to details.

2.                              Take “one more turn”.  When a child tires of playing a game or reading a book have her remain with the activity for one more turn or one more page than she would choose.  In this way, you are gradually stretching her attention span with a little bit of a challenge but not to the point of absolute frustration. 

3.                              Use humor.  Humor is memorable, and can help a child maintain interest when he begins to feel restless.  Break up those longer sessions by sharing a good joke or telling an amusing anecdote related to the lesson.   Just make sure the joke is not at anyone’s expense, or the attention span may last longer but shift to the subject of the joke instead of your teaching topic. 

4.                              Tap in to your child’s imagination.  Many of our children who struggle to pay attention have an amazing capacity for creative endeavors.  My highly inattentive son could recall minute details about inventions he wanted to create or stories he planned to write.  Ask your child to picture what you are talking about.  The more details they can envision, the better they will be able to recall the information later.  Giving a child the task of imagining what something looks, sounds, smells, feels, or tastes like keeps him actively engaged in the learning process and helps him attend for longer periods of time.  I would prompt my son to “make a movie in your head” when giving him a multi-step direction.  If he got upstairs and forgot all or part of what I had asked him to do, he knew to watch that movie in his head to help him remember the tasks.  This is also a helpful strategy to increase reading comprehension and recall of auditory information.  Picture it!

5.                              Stay active and interactive.  If you have a child with a short attention span, be aware that this child needs time to mature and will not do well when required to sit passively for long periods of time.  Incorporate movement when you can, because a child in motion is more alert and some kids need an outlet for excess energy.  Involve your child in the lesson as frequently as you can, making it interactive even if you are just having her answer a question or retell something in her own words.  My children could pay attention for longer periods of time when I had them write or draw on a white board with dry erase markers.  When the lesson itself is not really conducive to physical activity or interaction, you may be surprised at how much longer your child can attend if you provide small and quiet fidget toys. 

With maturity, attention spans lengthen.  Some children take longer than others to develop but most improve their ability to pay attention dramatically over time.  If your child is not there yet, try the ideas above.  You cannot force physical maturity, but you can incorporate these strategies to nudge and stretch the attention span to lengthen it just a little bit more.  Gradually, you will see your child attending for longer and longer periods of time.  As with so many things, you will have helped them on their way to growing up.

           

The Hyperactive Slug

Here is a phenomenon that I think I understand until it happens in front of my eyes again and I find myself baffled anew despite what I know. Two of my children have ADHD and the hyperactivity component is strong. My son, Josh, is a fidgeter and a tapper. When he was younger the phrase "ants in his pants" seemed pretty accurate. By the way, if your child is a literal thinker like Josh was, do NOT tell him he has ants in his pants unless you want said pants removed in a panic while the child hops around screaming "Get the ants off! Get the ants off!" Same thing for telling a child that he needs to get his head on straight. I'll never forget the look of confusion and dismay on Josh's face as he slowly reached up to his head to see just how crookedly it was placed on his little shoulders.

My ADHD daughter likes to run across the room and then slide as far as her momentum carries her on my hardwood floors. This is a fun pastime for her and one of the ways she expends excess energy. This behavior has been going on for years, and since she is now legally an adult I'm thinking she may not outgrow this hyperactivity. I can picture her in advanced years, gray hair pulled back in a pony tail, attaching waxed wheels onto her walker and scooting across the nursing home floor. Over and over.

So, okay, as someone who struggles with fatigue problems I admit to being envious of the energy that hyperactive people seem to have in spades. But here is the baffling part - my hyperactive children can go from full-speed to sloth-speed just like that. During our homeschool day, Josh would wiggle and squirm until we took a break. Then he'd run around like a cyclone until I called him back to the table for our next school subject. After reluctantly returning to his chair, Josh would go from full-on energy to extreme lethargy in a matter of seconds. He would slouch and prop his head on his hand as if it took too much effort to hold his head up without support. Often, this child who needed way less sleep than I did would begin to yawn. He appeared to be anything but hyperactive. What's going on?

I've also observed that despite obvious hyperactivity much of the time, when I actually need Josh to move quickly he seems incapable of doing so. In fact, the more Josh is urged to hurry up, the pokier he becomes. Despite encouragement (and some yelling and begging) with increasingly desperate exhortations that we need to leave right away or we will be late, Josh doggedly has one speed, and that speed is slow. Slow, methodical, and plodding are not my idea of hyperactive. The more pressured and hurried Josh feels, the slower he seems to move. Even telling him to "Run!" doesn't work. He might trot a few steps at most and then return to his set pace. It's aggravating, but Josh isn't being deliberately obstinate or difficult. Again, what's going on?

Josh, like many children with learning challenges, had difficulty regulating his state of alertness. He tended to manifest extremes - high energy or slug-level energy, with not much in between. Josh couldn't explain what was happening, because it was all he ever knew so it was his "normal". I tried dietary interventions, thinking he was experiencing some kind of physical crash. Except it was only happening when Josh was asked to engage in tasks that demanded sustained attention and a relatively still body. My dietary interventions had no effect with Josh. I tried having him sit on a hard wooden (uncomfortable) chair so he couldn't get overly relaxed. This, too, had no effect. I offered ice water for him to sip, an inflatable cushion disk or therapy ball to sit on, fidget toys, and other sensory strategies, and over time we were able to find some things that helped some of the time. I'm still looking for anything that actually helps all of the time. It is my dream and quest.

For parents and teachers, it may be helpful to take a look at the "Take Five" Alert Program. It will help with identifying states of alertness and ways to promote regulation of the attention state. In addition it is a useful tool in helping your students understand themselves and how they can make adjustments to meet the needs for both calming and increasing alertness.

God bless our amazing children, who force us to become better teachers than we ever wanted to have to be! But we are better teachers now, because these struggling learners have stretched us far beyond what we thought we knew. We are so much richer because of them.