Question:

I have a student who is off task A LOT. He fiddles with pencils, takes forever to find a book to read for quiet reading time, has to constantly be redirected to focus in group instruction. I've given him several suggestions to keep his body moving (twiddle his thumbs, swing his leg, etc.); more appropriate things to do to stimulate his body but still pay attention to the task. However, he is still off task most of the lesson. His behavior doesn't always bother others, probably one in ten times does it do so. He is a fifth grader, ten years old. Any suggestions on how to get him to attend? I am worried that he is missing so much instruction that he will fall further behind.
Thank you!

Answer:

1. Take baseline data (nothing complex!) of the number of times the student (let's name him Ryan) is off task. Then talk to Ryan privately and explain what the problem is from your perspective and ask him what would help.

2. Increase the level of structure:

a.	Post a schedule with times when activities occur and refer to it daily, noting any changes
b.	Make a list which breaks down the steps of a multi-step task which causes Ryan problems and have him tape it on his desk if that doesn't feel stigmatizing
c.	Preview assignments
d.	Make expectations clear
e.	Provide Ryan with a written copy of directions you give the class orally

3. Post classroom rules and go over them for the whole class. If he breaks one, get his attention and silently point to the rule.

4. Increase contact and proximity: look at him often and seat him near you. Come up with a secret sign where you can signal to him that he's off task.

5. Create lots of opportunities for purposeful movement (e.g., handling out or picking up papers, taking lunch count to the office). Offer him "time away" that he can choose when restless, e.g., use the toilet, get a drink, run an errand. This can't be punitive or mandated.

6. Look for ways to add physical activity to usually sedentary lessons and involve all modalities. For example, challenge students to create the outline of a state on the floor and have the others guess the state: allow them to draw answers to comprehension questions and then explain their responses; play 20 Questions with vocabulary words.

7. Find positive behaviors to encourage and reinforce. Provide FIVE positive statements for every corrective statement!! Let him know when he is doing what's expected using specific language: "Ryan, you found a book very quickly."

Sometimes it actually works to note a behavior that you want to happen even when it's not happening!! e.g. "Ryan, thanks for paying such good attention" said sincerely when he's off task will get him to focus!

8. Evaluate classroom factors that could contribute to the inattention (e.g., physical arrangement), instructional variables (e.g., relevance of content) and procedures which might be supporting inattention (e.g., not enough recent books in the class library).

9. Increase active participation; use cooperative learning techniques; decrease lecture-style teaching.

10. Teach self-management. Use baseline of "non attending" behavior and chart occurrences. Describe the behavior in ways you can see and count it. Determine data recording procedure, define a goal and the reinforcement. Determine a method for reviewing the effectiveness of the self-management plan.

Web Links:

Self-Management Checklist:

http://www.coun.uvic.ca/learn/program/hndouts/slfman.html

Whole Class Self-Monitoring:

http://www.pb5th.com/selfmoni.shtml

Additional Resources:

Carter, J.E. (1993). Self-Management: education's Ultimate Guide. Teaching Exceptional Children (Spring) 28-32.

McConnell, M.E. (1999). Self-Monitoring, Cueing, Recording, and Managing. Teaching Exceptional Children (Nov/Dec) 14-21.

Rutherford, R.B., Quinn, M.M., & Mathur, S.R. (1996). Effective Strategies for Teaching Appropriate Behaviors to Children with Emotional Behavioral Difficulties. Council for Children with Behavioral Disorders Mini Library Series, Arizona State University.