ABSTRACT
Pupils with cerebral palsy may have difficulty developing concentration skills. The following table shows the stages of development and gives strategies to improve the skill. https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Stages of development
Activities to develop concentration
Stage one
This is the stage of extreme distractibility. The pupil’s attention moves from one object or event to another.
Provide toys to catch the pupil’s interest – windmills, bouncing toys, bubbles, squeaky toys, roller ball tracks. Use toys with which the pupil can easily create a reaction. Use toys that require the pupil to follow e.g. a large, noisy car. Rhymes – ‘Round and round the garden.’
Stage two
The child can concentrate for some time on a concrete task of their own choice. The pupil may not tolerate any intervention in the task in hand and can be very single channelled.
Demonstration by an adult of a toy, allow the pupil to play, extend the pupil’s exploration and vocalise action, e.g. posting boxes, building towers of bricks and knocking them down, water play.
Use of cause and effect computer programs and cause and effect switched toys.
The completion of the tasks makes the reward part of the activity, e.g. form boards.
Stage three
Attention is still single channelled but becomes more flexible. The pupil’s full attention must be on the directions and immediately transferred to the task. The directions may be verbal or the task may be demonstrated.
Gain attention before giving short instructions. Short tasks with reward given for completion of the task. Give adult support for the task to avoid frustration developing.
Matching games, copying patterns with crayons, simple jigsaws, picture books, nesting boxes.
Stage four
The pupil has to alternate his full attention between the speaker and the task but he/she does it without the adult needing to focus his attention.
Aim to reduce adult input.
Encourage attention to task by comments, e.g. ‘Well done’. Encourage the pupil to stay on task while listening to the instruction.
Build up concentration from a one-to-one situation to larger groups.
Stage five
The pupil can assimilate verbal directions without the need to interrupt the task. Pupils at this stage are ready to be taught in a class, where directions are often given to the class while the pupils carry out a task.
The pupil should concentrate with minimal input, i.e. occasional prompts if attention lapses.
The pupil should be able to work alongside others.
Stage six
This is the mature school level.
Integrated attention is well established and well sustained.
The pupil can be introduced to more complex stimuli.
