Attention is what it is
When we are focused, we focus on one thing and ignore others. For example, we listen to what others are saying while ignoring other conversations and background noise.
Attention also includes being aware of what we need to focus on. This allows us to pick out the right information from our surroundings and put it together. It involves keeping our attention and diverting attention to other things when we need to.
Focus is a key skill to learn. For example, children need to pay attention to the teacher's instructions to make sure they are doing things the right way. Children also need to be able to focus on tasks in order to learn.
It is difficult to concentrate
Many children sometimes find it difficult to concentrate, especially when they are small, tired, hot, feeling uncomfortable, or not interested in tasks. This can also be difficult if children feel they can't complete a task or sit too long, or if something distracting is happening around them.
Some children with autism will find it difficult to focus on and focus on things they are not interested in. This includes activities that involve common concern, such as reading a book with a caregiver, making puzzles, or even crossing the street safely.
But children with autism may also be able to focus their attention on what they like for a long time. They can be very good at keeping other things out. For example, a child who is passionate about trains may be able to concentrate for a long time when setting up some train tracks. Children may also find it difficult to divert their attention to other tasks or miss tips for packing their bags.
Tips and strategies to help children with autism focus
Choose interesting activities
You can grab your child's attention by choosing activities that your child finds fun, such as Lego or trains, or by taking advantage of your child's strengths.
It is also important to select activities with clear endpoints, clear guidelines and goals. It's best to avoid open-ended activities, as these can make it difficult for your child to know what they need to do and when to finish.
For example, if you have a young child, you can try making a necklace out of two beads and a string. Put the first bead together, then have your child put on the second. The task is completed quickly and you can praise your child for completing the task. You can gradually increase your child's attention by gradually increasing from a two-bead necklace to a necklace with more beads.
Give valid instructions
You often need to give instructions on what to do next. Here are some tips for providing effective guidance:
Limit the number of words you can use. For example, say "Match shapes" instead of "I want you to put shapes together so that they match."
Repeat key words to help your child focus. For example, say "ball", "roll the ball", "catch the ball", "kick the ball".
Break down the instructions into smaller steps, step by step. Wait for your child to complete each step before proceeding to the next step.
Talk and play
Talking and interacting with your child during play can help you attract and keep your child's attention. Try these tips:
Imitate children's behavior and behaviors. Your child may be interested and see if you copy them again next time.
When your child makes a sound or says a word, repeat it to your child. Back-and-forth interactions can spark and keep your child interested.
Talk while you play with your child. Ask questions when you talk about what your child is doing. This can encourage your child to stay focused longer.
Model tasks
To get your child to focus on the task, you can use modeling when doing activities together.
For example, if you're making a two-bead necklace, you can first put a bead on the string. Then hold your child's hand and help them put on the beads. Praise your child as they complete activities.
Prepare for the transition
If you need your child to transition from one activity to another, these tips can help:
Warn your child that changes are coming. Children need time to divert their attention. A picture-based activity schedule or a timer that shows when it changes may help.
Use "first, then" statements, plus clear, simple language or visual support. For example, you can say "First the shape, then the bubbles," or use visual support with shapes and bubble pictures. Or for older kids, you can say, "First, finish your math homework, and then you can continue using the computer."
Start playtime with two favorite activities so your child doesn't feel restless and inattentive as you change activities – for example, "Bubble first, then train." It is best to be the first activity that is easy and quick to complete. Once your child is done, give them full praise – for example, "All done, well done!" Now the train'.