4 - 4 - Attention

Archiwum

• Index
• 4 - 5 - Video 3.5 The Effectiveness of Task Shifting & Task Sharing (10 55), Childbirth A Global Perspective
• 4 - 4 - Video 3.4 Task Shifting vs. Task Sharing (8 47), Childbirth A Global Perspective
• 5 - 6 - Video 4.6 Challenges to EmOC Implementation in Developing Country Contexts (8 26), Childbirth A Global Perspective
• 5 - 3 - Video 4.3 United Nations Process Indicators for Monitoring EmOC (8 52), Childbirth A Global Perspective
• 4 - 1 - Video 3.1 Health Care Workforce Shortages (6 01), Childbirth A Global Perspective
• 5 - 5 - Video 4.5 Quality Improvement in EmOC (3 05), Childbirth A Global Perspective
• 5 - 2 - Video 4.2 EmOC Signal Functions (6 52), Childbirth A Global Perspective
• 5 - 4 - Video 4.4 EmOC Monitoring and Assessment (5 22), Childbirth A Global Perspective
• 4 - 2 - Video 3.2 Maldistribution & Migration (6 07), Childbirth A Global Perspective
• 4 - 10 - Pros and cons of 'labeling ', Childbirth A Global Perspective
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4 - 4 - Attention, Childbirth A Global Perspective

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So one part of the dyslexiawider constellationis the relationship between reading andattention.And at first at firstconsideration it might seem well,you know, if someone has an attentionproblem versus a readingproblem surely that's going tolook quite different.But ... actually the two could oftenreally share symptoms and behaviors.So sometimes differential diagnosescan be really quite tricky.... forexample, let's think about a child withprimary attentional issues first of all.And we're going to providea link to some websitesthat will give you more in-depthinformation about attentional issues.But here, I'm just going to,just going to say that,attentional issues can be (both)of the hyper active type ...So this is where a childis really struggling tostay in their seat... so you're seeing lots ofmovement, difficulty staying on one task.It's often the type of attentiondifficulty that's much more noticed bypeople because ... of the movement andactivity associated with it.But then, also attentional issuescan be of the inattentive type.So this is where you might have a childwho just seems to be daydreaming away.And so it's ... a lot less visible in many waysbut it can result in equalloss of learning time.And sometimes, you can have a mixof both of these in one child.Sometimes ... they show more predominantly one patternor the other.So with either of these profiles, imaginea child in the first few years of primaryschool that's receiving lots of reading... direct reading instruction so,if their attention is notfully on that teaching, theymay be missing parts of the instruction andwe know that with reading instruction -because of the complexity -it's a sequential process wherereally ... ... you need allthe parts in order to move forward.So we're going to have children here whomay be missing some kind of crucial parts,if they're not attending(at) the critical time.Also within the act of reading,these children, even ifthey've (completed) the lessons -they were there.When they're reading,you'll often see that they may take inof approximate approach to reading.So ... they may skip lines andnot notice it.They may substitutesimilar types of words.So if it's a small function word like 'a',... 'the', 'his', 'her', 'their', 'were', 'was',these can often be switched arounda bit interchangeably in thein the most extreme cases ...... which can be okay in terms ofpreserving the meaning of things,but sometimes these these kindsof approximations can resultin comprehension issues.So this is a profile you can see ... if achild has primary attention issuestheir reading is going to be impacted,as will many of theiracademic subject skills.But then on the other side, if we imaginea child with a primary decoding issue,if they're finding readingfrustrating, if they're sometimes... ... feeling so frustratedthat they start to disengage fromeither the reading lessons themselves orthe process of readingthey're actually going to showquite similar patterns ...it may be that they when they're reading,again, they're not sure thatthey're going to be successfulso ... they get a bitapproximate about certain things,or they may have just either notunderstood certain lessons and sohave gaps in their knowledgeor they may actuallystart developing kind ofhyperactive type behaviors to avoidhaving to do the reading activities.So you can see already, ... ... even though there can be twodifferent primary causes, the behaviourscan start looking really quite similar.Then, to kind of complicate matters,actually the two things can co-occur, soactually there can bea primary issue with both.So ... at this pointyou might be feeling slightly confusedand thinking 'oh well,this all sounds a bit complicated'And clearly the primary thing here is thatif the child is behind in reading forwhatever reason,they need support to catch themselves up.So ... in some ways,... in some instances it may be thatyou just can't disentangle the two butyou just want to with the reading get thechild back up to speed as much as you can.And then actually you may see, I meanif then the attention issues reduce,it might then be clearthat this was actually,... a reading issue all along.Whereas if ...if reading progress doesn't diminishthe attentional issues, then it may bethat actually the attentionalissues are still quite primary.... but there are ways thatyou can untangle the two a bit.So for example, children with a moreprimary reading issue do, as a group,tend to have more severephonological awareness issues.And so Vincent has talked about waysyou can look at phonological awareness.And so this is an area where, if the reading difficulty is core,... you are likely to seesignificantly reduced skills in that areawhere you may not so much in a child... with attention issues.And here I am talkingin generalizations butthese are some broadtrends to keep in mind.Also in a previous week,I was mentioning that one way to look atreading comprehension isafter a child has read a textthemselves and if they've struggledwith the comprehension questions,sometimes for a child with dyslexia,if you then read the questions orally,without the demands of the decoding,the child with dyslexia canactually perform better in the listening/comprehension presentation.But sometimes with children withattention issues as the core,they actually can do better whenthey have the text in front of them.And so when you present them the passageas a listening comprehension,they actually may showthe reverse pattern.So they may do worse in that case whenthey're having to rely purely on their,listening comprehension -so another possible wayto tease things apart.Also, really a key thinghere is just to bea detective about the child's wider life.So for example,it may be that the attentional issuesseem to be very muchrestricted to the school day,or even particularly reading lessons.And so there, again, you mightget a sense of huh, it seems likethe reading issues are causingthe attentional-related behaviors.Whereas if there's big attentionalissues, even when the child is at home,not having to do anything academic,it could be a more pervasiveattentional issue.And also sometimes you can see quitestriking differences, if childrenare on a medication for their attentionissue, you can see that a child will,perhaps when they've just taken theirmedication first thing in the morning,it could be that their readingcomprehension is just much stronger thana few hours later when the effectsof the medication are wearing off.And so again here, you can getthe sense that, ah!, the child inoptimal attentional conditions they canactually comprehend the content here butthey're really being hamperedby this primary attentional issue. 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