Attention and Listening

Children may struggle with some, or all of the following presenting needs. Outlined are some strategies to help support. 

Attending and listening

A child may have difficulty focusing on the speaker, or the spoken word sufficiently, or long enough to learn or interact. This will have an impact on the language learning process and on learning in the classroom. They may have difficulty developing dual-channelled attention. This is where the child can carry out one activity whilst attending to someone else giving them directions.

Support Strategies:

• Always treat it as a difficulty and not as a negative behaviour.  
• Use appropriate levels of language. You will likely need to slow down your talking speed and use simple, clear language. 
• Set realistic expectations so that the child knows how long they will have to keep this effortful (for them) listening behaviour. 
• Work for short periods with regular breaks. 
• Work in small groups where successful listening and attention may become competitive. 
• Build attention to environmental sounds, clapping rhythms or responding to a keyword early on. 
• Work with the child to minimise the difficulty. 
• Reduce background noise and visual distractions. 
• Check for interfering stimuli such as tickly clothes labels and tight shoes. 
• Consider where the child is sitting and proximity to the speaker. Closer to the speaker will increase the impact and immediacy of the message. Allow direct, straight on looking at the speaker/teacher. 
• Consider what is behind the speaker and make adjustments if needed. For example; windows, light reflections and clutter). 
• Teach a whole class a 'good listening' regime with accompanying visuals and a 'caring to listen' element built-in. 
• Encourage the child to verbalise what makes a good listener by cueing them in. This can be by pointing to eyes, ears or pictures that represent each skill. 
• Use visual supports such as pictures, conceptual symbols (such as widget symbols), diagrams and mind maps. 
• Set the child's attention and call their name before speaking.
• Praise for individual skills from the good listening regime, being ready to listen and doing 'good looking'. 
• Reward for any personal success, however minimal. Examples include an 'I showed good listening' sticker or a tick on a chart. 
• Have a clear understanding of what attention skills can be expected with each age span. 
• Build listening and attention skills by adjusting tasks to the child's attention span. Ideas might include following simple instructions to find hidden objects, carrying out barrier games or putting their hand up each time a character is mentioned in a simple story.

Analyse whether a child has developed dual channelled attention. Explain and label the skill and what is required of them. Play a game and develop this skill - for example, the child draws a picture and the adult gives information verbally, then ask the child questions about what was heard. 

Support the child in the classroom to transfer attention to the teacher when oblivious. Use the child's name to break through the lack of awareness. 

By the end of primary school use an 'ask, listen and check' technique. This prompts students to listen closely to a conversation and provides a structure for continuing the conversation. The student asks a question and listens to the answer. They then ask a question to further clarify the answer or get more information. 

Recommended Resource: Book "Whole Body Listening Larry at School" and "Whole Body Listening Larry Poster".  

Difficulty maintaining attention 

This may be presented by the child looking blank, not listening, paying attention or self-distracting. This could be due to difficulty processing and understanding continuous language. 

Support Strategies:

• Understand the barriers to maintaining understanding.
• Always treat it as a difficulty and not negative behaviour. 
• Ensure the child is included in the group even if they don't appear to be listening. Give regular positive looks and attempts to make eye contact. 
• Target underlying difficulties such as vocabulary deficits. 
• Adapt your language to be understood. 
• Use simpler sentences. 
• Slow down and pause to allow for extra thinking time. 
• Repeat key points and summarise at the end. 
• Use plenty of visuals. 
• Break up continuous talking. 
• Write, draw and demonstrate when possible or applicable.