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Introducing Attention Autism
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study explores the implementation of the Attention Autism intervention within a mainstream primary school's autism Resource Unit. The intervention was introduced to support children with autism in developing sustained attention, turn-taking, and positive peer interaction.
Aims: The primary aim was to evaluate whether the Attention Autism programme could improve the social skills and social development of children with autism. The study also sought to assess whether progress made during structured sessions would transfer to less structured parts of the school day, such as break and lunchtime.
Methods: The study employs an action research methodology, adhering to ethical guidelines for participant consent and data anonymity. It comprises two distinct cycles of action research, where planned interventions are developed, implemented, and subsequently reviewed. The research draws upon established literature on Attention Autism and incorporates structured observations during specific activities aimed at enhancing child engagement.
Findings: The findings suggest that the Attention Autism programme effectively supports children in enhancing their attention and engagement. Increased participation in activities and improved turn-taking were observed, although progress in some areas was slower than expected within the typical timeframe of the programme. Consequently, Stage 4 of Attention Autism was not reached. Observations during break and lunchtime indicated that some children were beginning to apply their learning from the programme in different contexts.
Implications: The findings suggest that Attention Autism can positively influence attention and social development in children with autism, with some evidence of skill transfer beyond intervention sessions. The study highlights the importance of pacing the intervention appropriately and tailoring resources to sustain engagement. Educators may find value in adopting this structured, engaging approach to support inclusion and emotional well-being in similar settings
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), attention autism, social skills, resource unit, engagement