In addition to behavior management issues, SLPAs and their supervising SLPs should consider the specific needs of their students with Attention Deficit with or without Hyperactivity (AD/HD) in the context of their speech and language goals.
Here are some ideas of how you might address attention issues within your current speech/language activities:
Model self-talk to teach internal monitoring:
- “What were the directions?”
- “Hmmm… I need to ask for help.”
- “Am I ready to listen?”
- Teach and practice, “Stop. Think. Plan. Do.”
Are you working on following directions?
- Get confirmation that the student heard you.
- Have them restate the directions in their own words.
- Make sure they know the signs of someone getting ready to give important directions.
Are you working on vocabulary?
- Teach the difference between ‘want’, ‘feel’, and ‘know’
- Talk about thinking and planning verbs – decide, hope, wait, worry, wonder, plan, schedule
- Introduce a new emotion word each session
Are you working on syntax or complex sentences?
- Teach predicting to talk about consequences (“If… then…”)
- Practice decision making by looking at pros and cons
- Model planning through sequencing and time words – first, next, then, before, after, when
SLPAs and paraprofessionals should always operate within the scope defined by state and national licensing organizations and should only conduct allowable tasks under the supervision of a speech-language pathologist.
