Normal Attention Development Kerri Phillips Cognition

Wed Dec 21 2011

Category: Cognition

Question:

What is a good reference for normal attention development? Is there a quick scale of children's milestones in this area?

Answer:

Attention is an elusive term. The term is defined and studied by disciplines such as education, psychology, and neuroscience. The term attention has been used interchangeably with words such as concentration, problem solving, selective attention, focused attention, and visual attention. Therefore, providing only one or two references for normal attention development would be difficult as currently there is no set definition. Information regarding attention is often viewed by the length of time an individual engages in an activity and/or acts upon that engagement.

A few references would be:

Enns, J. (1993). What can be learnt about attention from studying its development? Canadian Psychology, 34, 271-281.

Enns, J., Brodeur, D., & Trick, L. (1998). Selective attention over the life-span: Behavioural measures. In J.E. Richards (Ed) Cognitive neuroscience of attention: A developmental perspective (pp. 393-418). London: LEA.

Landy, S. (2002). Encouraging concentration, planning, and problem-solving. In S. Landy, Pathways to competence: Encouraging healthy social and emotional development in young children (pp.473-515).Baltimore, MD: Paul H. Brookes Publishing.

There are various developmental milestone scales available. However, specific scales for attention focus on the different types of attention and play skills that emerge in young children. I would refer the reader to Landy (2002) for more detailed information.

Kerri Phillips holds the OT.D. from Nova Southeastern University. She is an Associate Professor and Coordinator for the Graduate Program Speech-Language Pathology at Louisiana Tech University. Her research interests are ethics, supervision, outcomes data, and child language. She has served in various leadership roles in LSHA, LBESPA, and ASHA.

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Presenter

Course

Action

Carol Westby

Theory of Mind: Implications for Development of Social and Academic Skills

CEUs/PDUs Offered: AOTA/0.2 Introductory, Category 1: Domain of OT - Performance Skills; NBCOT/2.5 Beginner

Recorded Course: #1039 · Duration: 2 hours

***THIS COURSE HAS MANY VIDEOS CLIPS. PLEASE BE SURE TO BE USING A HIGH SPEED CONNECTION AND THAT ALL OF YOUR OTHER WEB BASED APPS AND WINDOWS ARE CLOSED. THANKS**

Theory of mind (ToM) deficits occur not only in children with autism spectrum disorders, but also in many children who have a variety of language impairments. This presentation will describe the development of ToM, types of ToM, and strategies for assessing ToM. The role of ToM in social and academic skills will be explained and suggestions will be given for promoting the types of ToM that underlie social and academic skills.

Kathryn M. Kilpatrick

When Dementia Comes Home: Maximizing Quality of Life

CEUs/PDUs Offered: AOTA/0.1 Introductory, Category 2: Occupational Therapy Process - Intervention; NBCOT/1.25 Beginner

Recorded Course: #1050 · Duration: 1 hour

Many older adults with memory loss and cognitive decline want to remain in their homes. Frequently there are changes in capabilities, behaviors and subsequent frustrations which can manifest in decreased communication and activity participation as well as safety concerns and increased family/caregiver stress.

Health care professionals, families, and caregivers can help to maximize their quality of life by incorporating a person-directed plan of care. The key to effective intervention begins with understanding the subtle but meaningful changes that are being observed and how it impacts their routine, their interests, and ultimately their safety. From there, an assessment of their strengths and interests as well as the capabilities of their support system allows the development of an effective program based on meeting them where they are.

Megan Malone

Jennifer Loehr

Improving Memory Using the Spaced Retrieval Technique

CEUs/PDUs Offered: AOTA/0.1 Introductory, Category 2: Occupational Therapy Process - Intervention; NBCOT/1.25 Beginner

Text Course: #1012 · Duration: 1 hour

This course will provide an overview of the Spaced Retrieval Technique, which is an evidenced-based technique used to help persons with cognitive impairment recall important information and strategies for daily living and safety. Participants will learn the "nuts and bolts" of the technique and hear about case studies which utilized the technique during treatment.

Victoria Harding

Treating Memory and Learning in the Individual with Traumatic Brain Injury

CEUs/PDUs Offered: AOTA/0.1 Introductory, Category 2: Occupational Therapy Process - Intervention; NBCOT/1.25 Beginner

Text Course: #1016 · Duration: 1 hour

Models of memory and neurophysiological structures and systems used in laying down memory will be reviewed. The four pronged approach of functional rehabilitation of memory for the individual with brain injury will be presented with real world examples, materials and strategies provided.

Gail V. Pashek

Mild Traumatic Brain Injury Update

CEUs/PDUs Offered: AOTA/0.1 Introductory, Category 1: Domain of OT - Client Factors; NBCOT/1.25 Beginner

Recorded Course: #1032 · Duration: 1 hour

Updated information on mild traumatic brain injury (mTBI) will be presented to include discussion of: 1) blast injury characteristics in civilians and military personnel, 2) promising neuroimaging methods for assessing mTBI, 3) evidence-based treatment appropriate for individuals with mTBI, and 4) future areas of research needed to better understand mTBI.