Strategies
Off Task Behavior - Developing Sustained Attention
There are several steps to take when receiving a referral to work with a student who is off task. The ultimate goal is to strengthen the skill of sustained attention. Sustained attention is the capacity to keep paying attention to a situation or task in spite of distractions, fatigue, or boredom. It also means getting back to work as soon as possible once interrupted. (from the book Smart but Scattered by Peggy Dawson)
Developing sustained attention (on task) is often much easier when the student is interested in the activity or assignment. Also, it is important to be aware of the developmental level and expectations for sustaining attention is very different for a 6 year old and a 6th grader. Check out more about Developmental Stages.
The Process
Step One Establish rapport and purpose for sessions.
- When working with students who are off task it is important to first establish the relationship with the student. As counselors our role shifts to more of a coach, teacher and encourager.
- The goal is to help the student who frequently gets off task and is easily distracted to being an engaged, productive learner. As counselors we have to find that balance between understanding, supporting and challenging the student to change some habits.
Here is a sample conversation of our first session.
Counselor: "Your teacher asked me to work with you. She says that a lot of times you don't get much work done in class. What are your thoughts about that? "
Student: "Sometimes I do."
Counselor: "Well, that good because we are going to try and make it all the time. Everyone knows I am a counselor but what you might not know is that my job is also kind of like a detective. You are going to be bringing your classwork in here for a few times and I am going to be looking for clues. Once we find the clues then there will be some things we can try that will help you stay on task. Did you know that when you are on task the work gets done. "
Student: "Like what kind of clues?"
Counselor: "Well for example how long it takes you to write one sentence or to do a math problem? Or maybe look for clues as to what might be taking you away from your work. You know like daydreaming or worried about something. I am also coming into your room to look for clues. You'll know why I am there but other kids won't. We will talk about the clues and then I have a lot of different things to help you. Okay so let's look at what you brought today."
- The student has to know that the counselor is on his/her side and that this help is not punitive, even if the teacher is negative it is the role of the counselor to instill a belief that the student will be able to stay on task and focused.
- When working with the student a sense of humor and fun is most helpful. Also, especially in the beginning bring positive energy into the session, later when the student is working offer a quiet, calmness.
- Calling the parents is also part of this step. Let the parents know that your roles as a counselor is to help the student develop better skills for staying on task. Reassure the parent that the child is not in trouble but this is a positive step towards better work habits. Review how you will be working with the student each week.
2. While student is working the counselor gathers data to share with the student such as how long it took student to write one sentence. Counselors breaks assignment down into smaller sections and gives feedback. Counselor offers tips that will help student from distractions.
3. Student returns to classroom with assignment completed and stickies with tips to practice until next visit.
4. Repeat until student has shown improvement with time on task.
Step Two Working with the Student
- The student brings his/her work for the day to the counselor's room and sits at the desk with the counselor sitting nearby. Students can work longer when someone is with them. This is something a counselor can offer that a teacher cannot. That one to one attention is very important is developing sustained attention since we are offering encouragement and positive reminders.
- Together they review the assignment and clarify what needs to be done.
- The counselor says what clue he/she is looking for today such as how long does it take you to get started, how long does it take you to do one sentence, how many words can you write in one minutes, how long you work until you look away from the work to think, etc
- Student works while the counselor is gathering data.
- As the student progresses into longer blocks of sustained attention and on task behavior the counselor can do other task and just check in frequently.
Note: There are two things going on here. First, the student is actually working and getting the assignment done and secondly the students senses the genuine interest the counselor has in helping him/her achieve success. It is my belief that we can achieve any goal with the right combination of time/support/guidance. In addition, look also for clues such a learning disabilities or gaps in learning.
- Using short intervals stop the student from working and share "discoveries". Using comparisons encourage them to add one more word, sentence etc. Say, "Just now I noticed you wrote a whole paragraph in 5 minutes. Let's read it and see how it sounds. I am just wondering in what how long it will take for your next two paragraphs?"
- Have the student set personal "best" for the day.
- At the end of the period review what student has accomplished. In most cases it is more than if he/she were doing it in class. Say, "Just wondering what do you suppose worked for you today that you were able to stay on task? Look at how much you got done. " Write down their input under "Clues". Next visit bring this sheet out and review.
- Another aspect of gathering clues comes in the form of informal assessments. There are many reasons a student may be off task.
- Is the student off task because the work is too hard?
- Is the student off task because there is some other emotional issue distracting him/her from working such as family issues at home?
- Is the student off task because of lack of attending skills such as S.L.A.N.T ? Does the student need to develop work habit skills (W.Y.N.S; Foundations for Success)?
- Is the student hungry, tired, or overwhelmed?
- Does the student need focused attention and TLC?
Step Three Exercises, Skills and Drills
- Review guidance lesson on Engagement in Learning S.L.A.N.T. Have some fun practicing using it. Set up different times to pop into the classroom and doing S.L.A.N.T checks.
- Show the two presentation and discuss W.Y.N.S and Foundations for Success.
- Teach them how to do Power Sitting.
- Beat the Clock - setting short term goals for completing page, sentence, problem etc. Keep record chart of time to measure improvement.
- Estimate time to complete and compare. At the top of the page estimate how long it will take to complete. Write down start time and finish time. Both student and counselor set their own estimations.
- Self check tally. When student is working on seatwork put a blank sticky note on the paper. When the student gets off task he/she can put a tally mark. Later, as the student develops better sustained attention the tally marks can represent lengths of time.... say every 10 minutes put a tally mark for success.
- Chunking assignments. Teacher breaks down assignments into smaller chunks. Student checks in with the teacher/counselor when chunk is completed.
Step Four Follow up
- Frequently check in with teacher and student to see how student is progressing.
- Invite student to be mentor for younger students who are having off task concerns.
- Set up behavior plan or S.M.A.R.T Goals
- Encourage teachers to reinforce positive behavior with feedback to student. A word of recognitions and praise goes a long way.
From my Counseling Room
Sally was a free spirited first grader who was mostly interested in what her classmates were doing than what she was suppose to do. She loved to talk at her table group and would get up out of her seat every 5 minutes or so. If she finished her writing assignment it would take her more than 30 minutes. In addition, Sally's teacher was an "old fashioned" teacher of 39 years. Needless to say she quickly referred Sally and requested that I get her to do her work in class. When I spoke with Sally's parents they were very concerned. Sally was not happy at home. She would cry and say her teacher was mean. She had lost her zeal for life and her confidence in learning. Sally's off task behavior was driven by avoidance and easy distractibility.
My first task was to build a good relationship with Sally. It was important that she come eagerly to my room and not see it as a punishment. I had worked with this teacher for many years and respected her but also knew her expectations were high for her first graders. Sally came to my room with her writing assignment. She had to write a sentence in her journal and illustrate it. Indeed Sally was more interested in exploring my room and making a sand picture. So, we made a sand picture! Sally was focused and on task the entire 20 minutes. During the last 10 minutes she did her assignment. She dictated to me and I wrote on a separate sheet of paper her sentence. "I made a Sand picture." Sally then copied the sentence and then drew a picture of her sand picture. Before writing I asked her to guess how long it would take her to copy it. She said, "All day." I said, " 2 minutes." Sally was amazed at how quickly she completed the work.
Each week Sally came to my room to do her writing journal. She learned how to power sit and contain her energy for the writing. She experienced the "flying panda's" to help her with her focus. Mostly she discovered that she had a lot to say and that she could write it down on paper.
Sally moved at the end of fourth grade. Although she (and her parents) looked back on First grade as a tough year. Sally learned good work habits and regained her confidence as a learner.
My first task was to build a good relationship with Sally. It was important that she come eagerly to my room and not see it as a punishment. I had worked with this teacher for many years and respected her but also knew her expectations were high for her first graders. Sally came to my room with her writing assignment. She had to write a sentence in her journal and illustrate it. Indeed Sally was more interested in exploring my room and making a sand picture. So, we made a sand picture! Sally was focused and on task the entire 20 minutes. During the last 10 minutes she did her assignment. She dictated to me and I wrote on a separate sheet of paper her sentence. "I made a Sand picture." Sally then copied the sentence and then drew a picture of her sand picture. Before writing I asked her to guess how long it would take her to copy it. She said, "All day." I said, " 2 minutes." Sally was amazed at how quickly she completed the work.
Each week Sally came to my room to do her writing journal. She learned how to power sit and contain her energy for the writing. She experienced the "flying panda's" to help her with her focus. Mostly she discovered that she had a lot to say and that she could write it down on paper.
Sally moved at the end of fourth grade. Although she (and her parents) looked back on First grade as a tough year. Sally learned good work habits and regained her confidence as a learner.