Children on the autism spectrum can find the long-term goal of attending (paying attention) difficult to master, especially if they are required to interact with others. Attention (“attending”) is intertwined with working memory. Some children on the autism spectrum may have a keen ability to focus on certain subjects or activities, but directing that focus elsewhere can be challenging. The ability to focus in a group setting is also referred to as “joint attention.” For example, deficits in attending and joint attention may manifest in your child being unable to share the focus of an object with you. Improving your child’s ability to attend can help them with developing language skills and vocabulary, which will further help them to better navigate the process of making requests and communicating needs to you, a caregiver, or a teacher, and in social situations. 

The following strategies may help your child make progress towards mastering the long-term goal of attending:

• Read books. Reading a book to your child automatically promotes joint attention for you and your child on the same activity. Use different voicing (such as energetic voicing, whispering, silly noises, etc.) as well as gesticulation (pointing) to make the activity more engaging and fun for your child. Take note of what actions your child responds to and increase the frequency of those actions during reading to promote your child’s desire to engage in a joint activity with you.
• Sing. Sing a song with your child, such as a song where silly sounds or hand gestures are a fun addition. Some examples include Old MacDonald, The Wheels on the Bus, and Head Shoulders Knees and Toes.

Old MacDonald Had A Farm | Nursery Rhymes | Super Simple Songs - YouTube

Wheels on the Bus | CoComelon Nursery Rhymes & Kids Songs - YouTube

Head Shoulders Knees & Toes | CoComelon Nursery Rhymes & Kids Songs - YouTube

• Play together. Play with trains or cars with your child, where each of you can race each other. Play with a shape sorter with your child and take turns on sorting the shapes. Observe your child and terminate the joint play activity if they show signs of becoming overwhelmed. Encourage turn taking, and reward cooperation. Use positive reinforcement to encourage your child to repeat that level of cooperation or build on it: offer an age and effort appropriate reward: a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Encourage eye contact. Play peek-a-boo with your child, as this promotes both eye contact and joint attention. Do whatever your child thinks is fun, such that they would be engaged in playing peek-a-boo with you. For example, make silly noises, use animated gestures, tickle their toys and pretend-laugh for them, etc. Praise and reward every single instance of eye contact. Use positive reinforcement to encourage them to repeat the eye contact: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Additional resources:

Sensory Timers - Relaxing Timers - Visual Timers (online-stopwatch.com)

Teach Your Child Joint Attention - How to ABA

Activities to Increase Joint Attention — Two Way Speech

Joint Attention Activities — PAAutism.org, an ASERT Autism Resource Guide

Cooperative Games for All Ages - YouTube

5 Fun Circle Time Activity Ideas | Early Years Inspiration #4 - YouTube

In order to help your child master the long-term goal of attending, you can work with your child on the short-term goals of attending group / joint attention, attending visually to a book, or attending to a speaker’s voice. For the short-term goal of attending group / joint attention, you can choose a target such as attending group in a school setting, attending group at home, attending group in an unfamiliar environment, etc.

Attending Group / Joint Attention

• Step 1: Decide the social scenario to which you would like your child to learn to attend (focus on). For example, you can choose the target of  attending group at home while working on the short-term goal of attending group / joint attention. The task analysis for attending group at home could be as follows:

1. Begin with at least three people in a room (i.e., the living room, your child’s room, etc.): your child, you, and a sibling, the other parent, a friend, etc.
2. Sit in a circle with an arm’s length of distance between the people to your right and to your left.
3. Start a 1 minute* timer and immediately begin a short game.
4. During the 1 minute timer, be sure to:

1. Keep your hands to yourself.
2. Keep your personal space.

1. When the timer is up, stand up and move around as needed for five minutes.*
2. When the five minutes are over, return to your spot in the circle and attend to the group for another minute.
3. Repeat until the game is finished.

• Step 2: An initial / specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of three people together, or a verbal SD (“We should spend time together!” or “Let’s all spend time together!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 10 min, 15 min, 20 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of attending group at home), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to sit in the circle with an arm’s length distance between you and the others, then attend to the game before taking a quick break, followed by returning to the game).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at attending group at home during a session. 
• Step 6: Track how your child makes progress to meet the target of attending group at home by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at attending group at home over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

*The length of time for attending and for a break should be tailored to your child and should be appropriate for your child’s needs and abilities. As your child meets the target for attending for 1 minute, increase it to 2 minutes, 3 minutes, etc. Adjust the break time as you see necessary.

Attending Visually to a Book

Children on the autism spectrum may struggle to master the short-term goal of attending visually to a book. Attention is intertwined with working memory. Some children on the autism spectrum may have a keen ability to focus on certain subjects or activities, but directing that focus elsewhere can be rather challenging. Deficits in attending may manifest in your child being unable to specifically focus on, for example, an object (book). Improving your child’s ability to attend visually to a book can help them with developing language skills and vocabulary, which will help them to better navigate the process of making requests, communicating needs to a parent, caregiver, or teacher, and in social situations. 

The following actions may help your child make progress towards mastering the short-term goal of attending visually to a book:

• Create a quiet space. Your child may struggle to pay attention to anything when auditory signals overload their processing ability. They may display better focus in a place that is quiet, where they can direct all of their attention to the book. Do what you can to create a quiet space for your child, including limiting music, outside noise, the attention of household pets, etc.
• Incrementally increase the time attending visually to a book. Depending on the current ability of your child to pay attention visually to a book, start with asking them to visually attend to the book for a time interval they can achieve, for example, 1 minute. Use positive reinforcement to encourage your child to repeat that level of cooperation or build on it: offer an age and effort appropriate reward: a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc. Once your child can consistently do 1 minute of visual attending to a book, clearly express the expectation that they now attend 2 minutes. Incrementally increase the time when your child can consistently pay attention for a certain time interval. Make sure to give your child breaks as necessary. Practice daily, and phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Make the book fun. Read with your child. Use different voicing (such as energetic voicing, whispering, silly noises, etc.) as well as gesticulation (pointing) to make the activity more engaging and fun for your child. Take note of what actions your child responds positively to and increase their frequency during reading to promote your child’s desire to engage in visually attending to the book. For example, point to an airplane and make silly airplane sounds. Or point to a bear and make bear sounds that are likely to be silly coming from a human.
• Additional resources:

Sensory Timers - Relaxing Timers - Visual Timers (online-stopwatch.com)

How to Keep Kids Engaged During Story Time - YouTube

How to read aloud without being boring [SPEECH] - YouTube

How to read to children 📖 | EYFS/KS1 - YouTube

Reading to Children - Tips & Techniques - "Itchy Bear" Neil Griffiths - ELC - YouTube

For the short-term goal of attending visually to a book, you can choose a target such as attending visually to a book at home, attending visually to a book at the library, attending visually to a book at the park, attending visually to a book with friends, etc.

• Step 1: Decide the scenario involving a book to which you would like your child to visually attend. For example, you can choose the target of attending visually to a book at home while working on the short-term goal of attending visually to a book. The task analysis for attending visually to a book at home could be as follows:

1. Sit down in a chair.
2. Begin a 1 minute* timer and begin to read an age-appropriate book.
3. During the 1 minute timer, be sure to:

1. Keep your hands to yourself.
2. Keep your personal space.

1. When the timer is up, stand up and move around as needed for five minutes.*
2. When the five minutes are over, return to your spot in the circle and attend to the book again.
3. Repeat until the book is finished.

• Step 2: An initial / specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a book, or a verbal SD (“Time to read a book!” or “Let’s read this book!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 10 min, 15 min, 20 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of attending visually to a book at home), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to sit on the chair, then focus on the book, followed by taking a short break).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at attending visually to a book at home during a session. 
• Step 6: Track how your child makes progress to meet the target of attending visually to a book at home by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at attending visually to a book at home over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

*The length of time for attending and for a break can be tailored to your child and  should be appropriate for your child. As your child meets the target for attending for 1 minute, increase it to 2 minutes, 3 minutes, etc. Adjust the break time as you see necessary.

Attending to Speaker’s Voice

The short-term goal of attending to a speaker’s voice may be difficult for children on the autism spectrum to master. Difficulty with attending to speaker’s voice may arise in the form of struggle to pay attention to your voice when speaking to them at home or at school when they should be listening to their teacher. Improving their ability to attend to a speaker’s voice can increase the attention they give to a lesson in school, can lead to maintaining and developing relationships with peers and loved ones, and help them with developing language skills and vocabulary, which, in turn, can help them to better navigate the process of making requests, communicating needs to a parent, caregiver, or teacher, and in social situations.

The following actions may help your child make progress towards mastering the short-term goal of attending to speaker’s voice:

• Be explicit. When first facilitating this behavior, it is worth stating that you want your child to pay attention to your voice. After that, provide your child with opportunities to practice this behavior. If needed, gentle reminders are welcome. Do not hesitate to change inflections of your voice to help garner attention, but remember to keep the environment positive and encouraging. If you wish to have your child pay attention to you, you can say something like, “Please listen to me,” stating exactly what you want your child to do. It is good to be clear with your child and your expectations for their behaviors rather than saying something general like, “Pay attention.” Pay attention to what, they may wonder? A statement like “pay attention” is open to interpretation and may be difficult for your child to understand. 
• Sing. Sing a song with your child, such as a song where silly sounds or hand gestures are a fun addition. Some examples include Old MacDonald, The Wheels on the Bus, and Head Shoulders Knees and Toes.

Old MacDonald Had A Farm | Nursery Rhymes | Super Simple Songs - YouTube

Wheels on the Bus | CoComelon Nursery Rhymes & Kids Songs - YouTube

Head Shoulders Knees & Toes | CoComelon Nursery Rhymes & Kids Songs - YouTube

• Talk about interests. If you know what your child is interested in, you can begin conversations by speaking about what they like. Facilitating a conversation about their interests can help keep them engaged with what you are saying. Once they are comfortable paying attention to your voice, you can transition to topics that may not be as interesting to your child, but are still important.
• Additional resources:

• For the parent:

The Value of Listening in the Classroom: How to Teach Your Students Active Listening - Waterford.org

Teacher Tip: Help Your Child Pay Attention With SLANT (understood.org)

6 Simple Ways to Improve Your Child’s Focus (understood.org)

Sensory Timers - Relaxing Timers - Visual Timers (online-stopwatch.com)

Engaging Children in Conversations | ECLKC (hhs.gov)

For the short-term goal of attending to a speaker’s voice, you can choose a target such as attending to the voice of their parent(s), attending to the voice of a family member, attending to the voice of a friend, etc.

• Step 1: Decide the person to whom you would like your child to attend when they are speaking. For example, you can choose the target of  attending to the voice of their parent(s) while working on the short-term goal of attending to a speaker’s voice. The task analysis for attending to the voice of their parent(s) could be as follows:

1. Sit down in a chair.
2. Begin a 1 minute* timer and begin to speak to your child.
3. During the 1 minute timer, be sure to:

1. Keep your hands to yourself.
2. Keep your personal space.
3. Not interrupt the person who is speaking.

1. When the timer is up, stand up and move around as needed for five minutes.*
2. When the five minutes are over, return to your spot in the circle and attend to the speaker again.
3. Repeat until the speaker is finished.

• Step 2: An initial / specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of someone speaking to someone else, or a verbal SD (“Time to listen to me!” or “Let’s talk!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 10 min, 15 min, 20 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of attending to the voice of their parent(s)), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to sit down in a chair, then listen to someone speaking, followed by getting up to take a break).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at attending to the voice of their parent(s) during a session. 
• Step 6: Track how your child makes progress to meet the target of attending to the voice of their parent(s) by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at attending to the voice of their parent(s) over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

*The length of time for attending and for a break can be tailored to your child and should be appropriate for your child. As your child meets the target for attending for 1 minute, increase it to 2 minutes, 3 minutes, etc. Adjust the break time as you see necessary.