Communication Corner-- Attention

Attention-seeking behaviors can be some of the most difficult to manage so it is important to proactively teach students a method to functionally communicate when they want or need attention. Today's Communication Corner will provide some Functional Communication Training strategies for when students want social attention and when they need to get the staff's attention during class.


Interacting Socially with Staff and Peers
When social interaction is a primary motivator for students, it can be helpful to communicate when it is appropriate to interact socially in a structured way. For some students, social interaction such as visiting a favorite teacher, reading with a peer, or telling the class a joke can be activities that they want to work for. Provide a visual support to help them know how and when they will earn this social time.

Taylor Ruef
Stevenson Elementary, Mad River

Scheduling jobs with a social component can be another way to proactively address a student's desire for attention. They can help in the office, be a classroom messenger, or pass out items to peers.

It may be necessary to teach students what times of day are appropriate for interacting freely with others. Provide direct instruction through social stories and visual supports to provide expectations for when listening is required (i.e. during instruction, while working independently) and when they are allowed to talk freely (i.e. in the cafeteria, at recess, during PE class).



Predictable Social Routines
Sometimes we see students who are very socially motivated but they do not know how to appropriately interact with others. At times, students may interact physically even through seemingly aggressive behavior because they are not sure of another way to initiate this interaction. This can be alarming for the other person. It is important to directly teach appropriate verbal and physical interactions.

Teaching greetings is one way to teach appropriate social initiation. This can be done through scripting using a scripting board like the one below.

Angie Kleinhans
Stebbins High School, Mad River

Or it can be done as part of a daily routine such as with this Morning Meeting greeting board where students get to choose how they want to greet the people in the classroom.

Needing Help
When students need help but are unable to functionally communicate this can lead to disruptive behaviors. Sometimes they may get upset and get angry or start to cry. Other times they will avoid the work because they perceive it as too hard. Directly teach students strategies for asking for help.

Priming tools can help remind students what to do if they need help.

Leslie Mann
Smith Middle School, Vandlia

Prompting tools such as scripting strips can provide a visual cue in the moment for students.

Jamie Minnish
Prass Elementary, Kettering

Jennifer Jette
Vandalia Butler High School, Vandalia

Some students know to ask for help but may shout out and disrupt others. Directly teach a strategy for what they should do to get the attention of staff such as raising their hand or using a flip tent.

Angela Crum
Parkwood Elementary, Beavercreek

The Hawks Nest

For more ideas on strategies for Functional Communication Training check out our previous Communication Corner posts:

Escape

Protest