Attention is the process of focusing on stimuli and sustaining or shifting this focus as required by the task or situation. It is complex and multifaceted—often exhibited by short-term memory deficits and impulsivity. It is not simply the ability to sustain focus as much as it is the ability of the brain to filter out distractions which can hinder the ability to maintain focus. It is important to note that regardless of Ace’s performance, under California Ed-Code, ADHD is strictly a medical diagnosis—however, assessment in terms of the presence of behaviors typical of this disorder is evaluated herein. Selective/Focused attention refers to the vigilance in monitoring information. An example of selective/focused attention would be the child’s ability to pay attention to only the classroom teacher when there is the noise and the visual distractors of the classroom to ignore.

The Conners 3rd Edition is an assessment tool used to obtain the teacher’s and parent’s observations about his/her student's behavior in the school and home settings. This instrument is designed to assess Attention Deficit/Hyperactivity Disorder (ADHD) and its most common co-morbid problems in children and adolescents aged 6 to 18 years old. Ace’s mother and teacher completed the Conners 3. 

The following are suggestions and should be considered based upon the demands of the tasks required of Ace. Certainly, it will not be necessary to implement all the strategies within Ace’s educational program. These strategies are designed to assist those working with Ace and to provide examples of skills that Ace may learn to improve learning strategies. Some interventions related to general learning strategies may be:

 -To provide small group instruction.

 -To increase physical proximity to teacher

 -Use of auditory plus visual media to teach concepts 

 -Strategies for coping with attention struggles include: 

-Provide structure and a consistent schedule - help the child learn routines around daily activities. Make sure that the child gets enough sleep. 

-Provide consistent, low-key reminders, prompts and cues when needed.
-Be consistent about rewards and consequences, so that your child knows what to expect. 

-Be generous with praise when your child performs well, but avoid being overly critical when things are not going well. 

Ace needs to be taught and monitored on the use of organizational strategies-color-coded folders for different subjects, labeling, the use of checklists and to-do lists, setting goals and breaking projects into small, manageable chunks. 

Teachers can help a lot by stressing organizational routines and staying in close communication with parents so that the parent knows what is going on in school. 

If possible, teachers can allow Ace to have movement breaks.

Potential IEP goals include;

http://www.chadd.org/ - is a national nonprofit organization that improves the lives of people affected by ADHD through education, advocacy, and support. CHADD is in the forefront in creating and implementing programs and services in response to the needs of adults and families affected by ADHD through collaborative partnerships and advocacy, including training for parents and K-12 teachers, hosting educational webinars and workshops, being an informative clearinghouse for the latest evidence-based ADHD information, and providing information specialists to support the ADHD community.

http://www.wrightslaw.com/ - accurate, reliable information about special education law, education law, and advocacy for children with disabilities.