Translating Your Students Attentional and Behavioral Style

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Translating Your Students Attentional and
Behavioral Style

• Into Academic and Social Successes

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Optimal Stimulation Theory

• Activity a homeostatic mechanism to increase
  stimulation for the brain
• Because ADHD more active and attend to novelty
  more than peers -- they need more stimulation
• 1. Sensory deprived
• 2. Exercise reduces deficits
• 3. Psychostimulant meds and effects

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• Response Bias
• High rate of activity (adaptive or nonadaptive)
• Rapid response speed (impulsivity)
• Attentional Bias
• Seek novelty and excitement
• Ignore social subtleties and neutral task info
• Ignore internal cues and strategies (out of
  sight out of mind)
• Get bored faster--difficulty sustaining attention

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Selective Attention

• and an example of stimulus selectivity..

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Attentional Style

• Selective Attention--early
• SEEKING Stimulation
• externally (sights, sounds, smells, tastes,
  aggression)
• internally (daydreaming, thought, emotionality)
• Sustained Attention--late (getting bored)

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Selective Attention Style
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Selective Attention Style
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Stimulation is like a spotlight --sooooo shine
that spotlight

• to direct attention to relevant task details

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Not Stimulation Overlapping Relevant Information
Not SpellingColorMovement
Especially for young children
Zentall, Zentall, Booth,1978
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Shine spotlight to direct attention to relevant
behavior

• 1 prosocial behavior
• 2. on-task behavior

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Use

• 1.Audience or Observer
• 2. Camera or Video

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Train Self-Awareness

• Self-monitor self-reinforce
• Self-evaluate using graphs
• and (nonnormative) feedback

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Spotlight attention to relevant internal
behavior (1) THOUGHTS Values Strategies (2)
FEELINGS anxiety, sadness, anger

• Fantasy
• Diaries
• Questioning

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Successes Positives
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Sustained Attention Style
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Sustained Attention Style
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Novelty to Math Facts or Environment

• Music in background vs. silence (but not
  overlapping conversations for young children w/
  ADHD)
• Color in background (but not animated cartoons)
• Similar to effects of psychostimulant medication
  (number attempted, number correct per min,
  self-corrected errors)

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Novelty Math Facts

• Choices (2 types of feedback -- reduced activity
  during 240 problems)
• Physical Activities

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Directly work on Math Facts

• 1. Computers
• with games--competitive (public recognition,
  especially for ADHD-H)
• computers with peers--competitive
• 2. Peer tutoring
• 3. Self-monitoring and on-task
• with graphs (am I paying attention? Am I working
  quickly?)
• video self-monitoring (3 min on-task sustained 4
  months)

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Working Memory Difficulties
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Math Problem Solving

• 1. Reduce verbal information
• 2. Increase problem interest
• 3. Active learning
• Verbal activity
• take turns explaining answers
• re-verbalize problem and then write answers (vs.
  just writing)
• teachers knowledge of students vs. best methods.
• Motor activity 5 min vigorous exercise (but
  not 10)

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• 4. Use calculators (sped teachers 50 during
  multistep problems 36 of gen ed secondary
  educators)
• 5. Psychostimulant meds do not improve math
  problem solving

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Sustained Attention Successes and Positives
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Attention Intervention Sum
Sustained Attention
Short!

• B1. Reduce Time-on-a-task
• B2. Add novelty stimulation

Stimulating!
Selective Attention

• B2. Use novelty to focus attention to task
  social info
• B3. Use self-monitoring techniques to focus
  attention to the self

Highlight Relevant
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Attention Problem

• Ignores neutral behavior
• Difficulty with multiple steps
• Stimulant medication good for
• Ignores internal thoughts, feelings, values

• A. Selective inattention
• B. Sustained inattention

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Positive Characteristics Matched to Inattention

• Alternates tasks
• Interesting and original
• Reads short books of interest or action
• Fun/Humorous
• Writes poetry rather than prose
• Carries toys/Asks questions

• A. Selective Attention
• B. Sustained

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Interventions Matched to Type of Inattention

• Mirrors
• Music
• Color added to background or environment
• Color added to important parts of tasks
• Active responding
• Questioning about strategies or values
• Choices

• Selective Attention
• Sustained Attention

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Translating Students Behavioral Style

• Into Academic and Social Success

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Translate or Redirect Active Behavioral Style
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Successes Positives
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TranslateInability to Handle Delay
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Successes and Positives
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Fine Motor Difficulties
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Understanding the Function of Individuals
Behavior
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ABC-P
Antecedent when, where, types of tasks and
activities, persons, group, individual,
etc. Behavior what he/she did Consequence
what happens in response to the behavior Payoff
the function of the behavior
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ABC-P Table
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Payoffs
(Zentall, 2006)
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Payoffs
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Application to Calvin

• MOTTO
• ITS GOT TO BE FUN (novelty)
• IF ITS NOT FUN, ITS GOT TO BE MOVING (activity)
• IF ITS NOT MOVING, AND IM NOT MOVING,
• MAYBE I CAN MAKE IT MAD (social/emotional).
  zentall

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AVOID OR GET Depends on Setting

• AGGRESSION or DISRUPTIVE
• after you have given an assignment
• when not given playground activity choice
• NONCOMPLIANCE WITH CASHING IN TOKENS

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Functional Assessment Implications for
Intervention

• Use what they want as motivators or rewards
• Help them find other ways to get what they
  need

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Questions

• GA.Get Nonsocial stim.
• 1. Novelty/fun/sensory
• GB. Social stimulation.
• 1. Get relatedness
• 2. Get emotional.
• GC. Get Competence
• GD. Get Self-Determin-
• ation/Control..

• AB. Social Stimulation
• 1. Avoid people
• 2. Avoid possible social punishment
• AC. Avoid task failure
• AD. Avoid loss of predictability/control