| How do people know you are paying attention? | | | | Draw your child's attention to each aspect of your |
| What do you look like when paying attention? How | | | | behavior that illustrates you are paying attention. |
| do you feel when you pay attention? All too often, | | | | Now it's time to change roles. You are the speaker |
| students with ADD and ADHD can't answer these | | | | and your child is the listener. Play the recorder and |
| questions. | | | | ask your child to demonstrate the behaviors he hears |
| In order to really get control of their ability to devote | | | | on the recording. Practice until your child shows he |
| the right amount of attention to a task at the right time, | | | | understands and can model the correct behaviors. |
| students must understand how their body looks and | | | | Make a list of attentive behaviors and post in your |
| feels when they pay attention. | | | | child's room to refer to during homework and put a |
| The following role playing activity can encourage | | | | copy in the front of every notebook or binder. |
| students' insights by drawing their attention to the body | | | | How does attentive behavior look to others? |
| language that illustrates strong listening. | | | | The following signs of good attention are easy to |
| Have your child play the role of the speaker, reading | | | | demonstrate and observe: |
| two or three paragraphs from a book or article. The | | | | - Eyes focused on the speaker and/or the visual |
| parent will take the role of the listener. As you listen | | | | material (such as textbook, board, etc.) |
| to what your child is reading, talk about the behaviors | | | | - Sitting upright, feet on floor, hands on desk or in lap |
| that show you are listening (see below for a list), and | | | | - Head level or tilted slightly to one side |
| use a digital recorder to record your observations. | | | | - Response or reaction is "on topic" and appropriate to |
| Play the recorder for your child and model each | | | | the context (e.g. |
| behavior again as it is mentioned on the recording. | | | | |