Attention Autism

How Can We Develop Adult and Child Interaction by Encouraging Shared AAtttetenntiotinonAuatinsmd Longer Attention Spans? Attention AutismWoodlands ASD Resource Base

Background and Main Inside Heading Introduction The question; how can we develop adult and child interaction by encouraging shared attention and longer attention spans? Was chosen as we work within an ASD resource Base and child relationships and interactions are extremely important. Developing attention span and shared attention is key to the children’s develop- ment and ability to access the National Curriculum. After attending training on Attention Autism(http://ginadavies.co.uk/) held by Gina Davis, we realised that many of the key principals of the program would benefit any child’s learning and ability to access the curriculum. The principals are relevant for both children within the base and within the mainstream environment. The program nurtures children’s ability to expand attention span, focus and shared attention.

ACMaTiInOInNsiRdeEHSeEaAdiRnCg HBucket time (Attention Autism) is a valuable tool in Willow Class(ASD children aged 3-5). It is repeated three times a week to rein-force concepts and gives children the opportunity to take part in anactivity more than once. Using Attention Autism has improved thelearner’s ability to engage in a task and attend for increased periodsof time. Key social skills including sitting alongside peers in an adultled activity, taking turns and sharing are worked on and practisedwithin these sessions. Children are better able to play alongside theirpeers and attend to group led lessons such as Literacy and Numera-cy. Theme related vocabulary as well as functional vocabulary areused during the sessions. The repetition and language usage duringhighly motivating activities has shown to increase vocalisations ofwords, sounds and improve the development of spontaneous lan-guage. Attention Autism is fun,full of laughter and highly motivat-ing. These features inspire focusand are influential in every child’sdevelopment.

ACMaTiInOInNsiRdeEHSeEaAdiRnCg HSince taking part in the informal Attention Autism training sessions at Wood-lands, I have evaluated my teaching practice. My lesson starters are now allbased on the principles of Attention Autism in order to motivate and engagemy pupils without the emphasis on language based learning. I use interestingobjects or actions in order to encourage the children to sit down at the tableindependently, which in turn boosts their motivation to learn more. I modelall whole class activities using minimal language in order to promptspontaneous language from the pupils and to reduce the anxiety levels ofthose children in the class who do not have well-developed understandingof language. I have found the children to be considerably more enthusiasticabout their learning and also the work they produce is evidence of their en-gagement with their learning. I shall continue to adopt Attention Autism as-pects and embed them within my lessons every day, as I have found it bothrewarding and hugely successful.

NAtteenxtitonSAtuetipsmsWillow Class teacher has been leading Attention Autismsessions in Netley's mainstream EYFS. There has been verygood feedback from pupils and adults so we would like tocontinue this next year.We would recommend any staff member or parent work-ing with a child in EYFS to attend the training about theprogramme. Some of the principles could be developedfor use with older children, especially those that struggle tofocus within the classroom.

Staff Members Involved: Gianna Colizza Emma Addison Tamaryn Yartu Emily Watson