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Artificial Intelligence-Based System for Detecting Attention Levels in Students

Artificial Intelligence-Based System for Detecting Attention Levels in Students

Published on: December 15, 2023

Teacher management practices for first graders with attention problems.

Desiree W Murray¹, David L Rabiner, Kristina K Hardy

¹Duke University Medical Center, Durham, NC 27710, USA. dwmurray@duke.edu

Journal of Attention Disorders

|September 15, 2010

Summary

Teachers use some strategies more for inattentive students, but their methods for attention problems don't fully align with best practices.

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Measuring Attentional Biases for Threat in Children and Adults

Measuring Attentional Biases for Threat in Children and Adults

Published on: October 19, 2014

Area of Science:

Educational Psychology
Child Development
Classroom Management

Background:

Inattentive students require tailored classroom strategies.
Best practice guidelines exist for managing attention problems in early education.
Teacher self-reporting offers insights into current intervention practices.

Purpose of the Study:

To evaluate teacher-reported use of accommodations and interventions for inattentive first graders.
To compare teacher practices against established best practice guidelines for attention difficulties.

Main Methods:

36 teachers completed the Teacher Management Questionnaire (TMQ) for 92 students in low-income, minority schools.
The TMQ assessed the frequency of various accommodations and interventions.
Student behavior ratings and academic data were also collected.

Main Results:

Teachers reported varied implementation of strategies, favoring class-wide structure over individual plans.
Interventions were more common for inattentive students and those with additional behavioral risks.
Assignment modifications and individual behavior plans were less frequently reported.

Conclusions:

Teachers adapt some strategies for inattentive students.
Self-reported practices show a misalignment with best practice guidelines for attention-related challenges.
Further professional development may be needed to align teacher interventions with evidence-based recommendations.