Patterns of sustained attentional demands in elementary classrooms: an observational study

This study investigates the patterns of sustained attentional demands of events in Kindergarten through Grade 5. The durations and variability of sustained attention for events occurring in 12 elementary classrooms were observed. The data show a progression of sustained attentional demands across the grades; however, a substantial increase in students' sustained attention is required between Kindergarten and Grade 1. The implications of these findings on curriculum development are discussed.