What is Attention Autism?
Attention Autism is an intervention approach designed by speech-language pathologist Gina Davies to support the development of communication, social, and cognitive skills in children with autism (ASD).
The program uses a progression of visually based and highly motivating activities to teach children how to pay attention, imitate, and engage socially. The goal is to develop critical skills like joint attention, turn-taking, and shared focus which provide the foundation for language and social interaction. Increasingly schools, including SEN schools, are moving away from pure AA to “Bucket Time”. What is bucket time for SEN? Bucket time can refer to a session using one or more elements taken from the attention autism training but not implementing it fully. This may be the teacher adapting it for their specific cohort or because they have not undertaken the official attention autism training.
Research shows many children struggle with skills like:
- Sustaining focus on an activity
- Shifting attention between people and objects
- Engaging socially through eye contact, turn-taking, initiation
Attention Autism aims to break down these skills into manageable components and provide scaffolded learning opportunities through play-based activities. It draws upon principles from developmental psychology, applied behaviour analysis (which is where some issues arise), and speech-language pathology.
When implemented effectively, the program can lead to improvements in:
- Joint attention and shared focus
- Communication skills and expressive language
- Social initiation and reciprocity
- Imitation and motor skills
- Cognition, memory, and problem solving
- Reduced restricted/repetitive behaviors
This guide will provide teachers with a comprehensive overview of implementing Attention Autism in the classroom across the 4 stages, suggested activities, measuring progress, troubleshooting challenges, and additional teaching ideas.
Key Principles and Research Basis for Attention Autism
Attention Autism is based on several key principles and areas of research:
- Children learn best through play-based activities that are intrinsically motivating. Activities should be multisensory, novel, varied and excite the child’s curiosity to hook them into the activity.
- Development happens in predictable stages which build upon each other. Attention Autism structures activities to match the child’s current developmental abilities.
- Joint attention skills are crucial for social communication development. Attention Autism explicitly teaches joint attention.
- Autistic children often have difficulty generalising skills learned in one setting/activity to a new setting/activity. Attention Autism focuses on teaching through multiple exemplars to promote generalisation.
- Parent-mediated interventions can supplement professional services to increase time spent practising target skills. Attention Autism encourages parents to use the activities at home.
- There are optimal periods in early childhood development when certain skills develop rapidly. Intervening during these periods can have a significant impact on long-term outcomes.
- A Study suggested there may be a specific developmental delay in which children with autism rely on the presence of objects in their field of vision to guide actions (Leekum et al 2000).
The activities move through a structured sequence that matches how children typically learn to pay attention, imitate others, and engage socially:
- Focus visual attention on one activity
- Sustain attention for longer periods
- Shift attention between people and objects
- Shared social engagement through turn-taking routines
This staged progression allows the development of joint attention, communication, motor, cognitive, and social skills through intentional, play-based activities.
The 4 Stages of Attention Autism
The Attention Autism program consists of 4 stages, each with a specific focus:
Stage 1: Bucket Activity
Goal: Teach the child to focus visual attention on adult-led activity.
The teacher fills a bucket with novel, sensory-rich objects that will fascinate the child. Items should be colourful, make sounds, or have unique textures/properties. The bucket is kept out of sight until the activity begins so the contents remain a surprise.
The teacher sings a song while bringing the bucket into view. They remove one item at a time, draw the child’s attention to it, allow them to observe the item, and then return it to the bucket. This continues for 2-3 minutes.
Having multiple exciting items appear from the bucket keeps the child engaged. Not allowing them to handle the object maintains the mystery and novelty. This teaches the child to focus attention on an adult-led activity.
Stage 2: Attention Builder
Goal: Teach child to sustain visual attention for longer periods.
In this stage, the teacher presents activities that consist of multiple steps performed sequentially. Each activity should last approximately 10 minutes and involve visual, and sensory components that maintain the child’s interest.
Examples include: mixing colors with paint, assembling a puzzle, and building a block tower. The teacher performs the activity while the child observes. This models the process and teaches the child to pay attention to longer, more complex tasks.
Stage 3: Interactive Game
Goal: Teach child to shift attention between people and objects.
Now the child gets to participate! The teacher models an interactive game, and then prompts the child to take a turn. The activities involve exaggerated actions and sensory components to keep the child engaged.
Examples include: popping bubble wrap, bouncing a ball, and finger painting. The teacher initially models the full activity, then performs part of the routine and pauses expectantly, allowing the child to fill in the response. This teaches back-and-forth attention shifting in a social context.
Stage 4: Tabletop Task
Goal: Teach child to transition between individual activity and group engagement.
In this stage, the teacher demonstrates a simple tabletop activity like stringing beads or building with blocks. The child then moves to a designated table with identical materials to complete the task independently. When finished, they transition back to rejoin the teacher and group.
This teaches the child to focus on individual work, develop motor and problem solving skills, then refocus attention back to the social environment. As skills progress, tasks can involve more steps or last longer.
Creating an Effective Learning Environment
Setting up the physical environment appropriately is important for Attention Autism activities to run smoothly:
- Hold sessions in a quiet, distraction-free space with minimal visual and auditory distractions.
- Ensure the child and teacher are seated facing each other, relatively close together. Side-by-side and small group arrangements can be introduced later.
- Have a bin or tub ready to store materials out of sight until used in the activity.
- Designate a table or work area for independent practice during Stage 4 tabletop tasks.
- Arrange preferred toys, snacks, or books to transition to after Attention Autism sessions.
- Use a visual schedule to show the sequence of activities. Cross items off as you progress.
- For sensory activities, cover surfaces with plastic tablecloths, shower curtains, or tarps to contain messes.
Following consistent routines and providing structure through visual schedules can help children anticipating coming activities and transitions. Avoid overstimulating environments so the child can focus attention on the teacher and materials.
The Teacher’s Role
As the teacher implementing Attention Autism, your role is to:
- Select materials and design activities that match the child’s interests, abilities, and challenges. Novelty and an appropriate level of difficulty are key.
- Gain the child’s attention using songs, gestures, or prompts at the start of activities.
- Demonstrate activities clearly, using simple language and emphasis on keywords. Exaggerate actions to highlight important steps.
- Model positive reactions like smiling, laughing, and looking excited to motivate engagement.
- Provide specific reinforcement throughout activities and transitions with praise, high-fives, or preferred items.
- Use timed intervals like songs or visual timers to establish expectancies for activity length.
- Balance structure and flexibility – adhere to routine but allow time for child to respond and participate.
- Observe the child closely to identify what holds their attention and causes disengagement. Adjust materials accordingly.
- Record data on skills like attention span, turn-taking, and communication to monitor progress over time.
Your energy and enthusiasm when presenting activities can encourage the child to pay attention and participate. Remain positive as you work to find activities that motivate each individual child.
Utilising Your TA’s during Attention Autism Sessions.
Whilst this can be done with a mainstream school classroom where you may not have teaching assistants Attention Autism is primarily used in special schools. Therefore it is likely you will have 1 or more TA’s supporting your sessions. They must get fully involved to model expectations. No sorting out the next lesson etc. Something I would encourage you to consider is upskilling your TAs to run the sessions. This provides you with an opportunity to observe (whilst taking part) the pupils more closely. You can watch for individual reactions, engagement etc and amend your planning for the next session.
Engaging Activities for Each Stage of Attention Autism
There are a huge number of ideas on pinterest/instagram. Here are examples of fun, hands-on activities to implement for each Attention Autism stage:
Stage 1: Bucket Activities
- Hide balloons, bubbles, pinwheels, light-up toys, and switch-activated toys inside a decorated bucket. Allow the child to choose one item at a time to observe.
- Place sensory materials like slime, kinetic sand, water beads inside travel containers. Have the child feel the containers and guess what’s inside before revealing them.
- Drop pom poms individually through a wrapping paper tube.
- Wind up mechanical windup toys and pop-up books for short intervals.
- Light Up Spinners
Stage 2: Attention Builders
- Mix shaving cream and food colouring together on a tray to create colour swirls.
- Assemble a 5-piece foam puzzle of a favourite character or object.
- Knock down a tower of colourful blocks and rebuild it.
- Plant seeds in soil and water them.
- Make a pancakes sensory story by scooping fluffy slime with a spoon and plopping onto a pan.
Stage 3: Interactive Games
- Ball Games: Roll a ball back and forth to each other. See how many times you can pass it. Kick or throw the ball into a basket or goal. Use an odd shaped or UV ball and light for extra motivation if needed.
- Painting Games: Use squirt bottles or spray bottles filled with coloured water to paint a mural together. Finger paint a collaborative picture on an easel.
- Sensory Bin: Hide toys in a bin of kinetic sand, beans, or water beads. Take turns digging out objects.
- Music Games: Pass around musical instruments taking turns making sounds. Freeze dance when the music stops.
- Block Games: Build a block tower together, taking turns adding blocks. Knock it down!
- Bubble Games: Blow bubbles and pop them or catch them on bubble wands. See who can blow the biggest bubble.
- Box Games: Sit in cardboard boxes and push your box car around the room taking turns being the leader.
- Feather Games: Tickle each other with feathers, and take turns being the tickler. Blow feathers up in the air and let them fall.
The key is to demonstrate an interactive activity with exaggerated, engaging actions. Then pause and allow the child to take a turn imitating your response. This teaches back-and-forth attention between you and the activity. Keep it fun and sensory-rich!
Below is a refined version of your “Stage 4: Tabletop Task” section that incorporates SEO best practices while keeping the content engaging and useful for your audience:
Stage 4: Tabletop Task – Engaging Autism Activities to Boost Attention & Sensory Skills
Meta Description: Discover Stage 4 Tabletop Tasks with engaging autism activities that enhance attention, sensory integration, and creativity for children.
This section provides a series of hands-on, structured activities designed specifically for children with autism. Each activity not only improves attention and sensory processing but also encourages creative expression. Follow our detailed instructions, complete with lists of materials and step-by-step guidance, and learn how each task benefits developmental skills.
1. Rainbow Sponge Painting for Autism
Materials Needed:
- Kitchen sponge
- Liquid watercolours or food colouring
- White paper
Instructions:
- Demonstrate: Dip a sponge into different paint colours and dab it onto the paper, creating a vibrant rainbow arc.
- Encourage: Invite the child to mimic the action using their own sponge and paint.
- Discuss: Explain how mixing colours can be fun and improve visual attention.
Benefits:
- Enhances fine motor skills and hand-eye coordination.
- Stimulates sensory integration through tactile exploration.
2. Paper Bag Puppets Activity
Materials Needed:
- Small paper bags
- Construction paper
- Googly eyes
- Pom poms
- Glue
Instructions:
- Create: Demonstrate how to design a simple puppet by cutting out features from construction paper and attaching them to the bag.
- Perform: Use a funny voice to bring the puppet to life.
- Engage: Allow the child to decorate their own paper bag puppet with available materials.
Benefits:
- Promotes creative expression and social interaction.
- Improves attention span through focused, hands-on play.
3. Nature Collages for Sensory Exploration
Materials Needed:
- Leaves, flowers, sticks, rocks
- Glue
- Cardboard
Instructions:
- Arrange: Show how to organize natural materials into a collage scene on a piece of cardboard.
- Demonstrate: Glue the items down to form a creative landscape.
- Involve: Invite the child to create their own collage using the provided materials.
Benefits:
- Encourages sensory exploration and environmental awareness.
- Develops fine motor skills and attention to detail.
4. Block Structures: Building Attention and Motor Skills
Materials Needed:
- Various building blocks
Instructions:
- Model: Assemble blocks into simple structures like a bridge, house, or tower.
- Guide: Encourage the child to replicate the structure using identical blocks.
- Discuss: Talk about the shapes and balance of the structure to enhance understanding.
Benefits:
- Boosts spatial reasoning and problem-solving skills.
- Enhances hand-eye coordination and focused attention.
5. Texture Collages for Tactile Stimulation
Materials Needed:
- Textured scraps (sandpaper, foil, burlap, tissue paper)
- Glue
- Cardboard
Instructions:
- Demonstrate: Arrange different textures on cardboard, explaining how each feels.
- Show: Glue the pieces down in a creative layout.
- Encourage: Let the child experiment with different textures to create their own collage.
Benefits:
- Promotes tactile exploration and sensory awareness.
- Improves fine motor skills through manipulation of various materials.
6. Pipe Cleaner Sculptures for Creative Expression
Materials Needed:
- Pipe cleaners in various colours
- Googly eyes
Instructions:
- Model: Bend and twist pipe cleaners into the shape of an animal or object.
- Add: Attach googly eyes to give the sculpture a playful touch.
- Encourage: Invite the child to craft their own sculpture using the same technique.
Benefits:
- Stimulates creative thinking and fine motor control.
- Enhances hand-eye coordination through detailed work.
7. Sensory Bottles: Visual and Tactile Engagement
Materials Needed:
- Empty plastic bottles
- Water, glitter, beads, sequins
- Hot glue
Instructions:
- Layer: Fill the bottle with water and carefully add glitter, beads, and sequins.
- Seal: Securely seal the lid using hot glue.
- Guide: Show the child how to create their own sensory bottle, emphasizing the calming visual effects.
Benefits:
- Provides soothing visual stimulation and tactile engagement.
- Helps improve concentration through repetitive, sensory-rich play.
8. Pattern Block Designs for Creative Learning
Materials Needed:
- Wooden pattern blocks (triangles, squares, hexagons)
Instructions:
- Assemble: Demonstrate how to combine pattern blocks into simple designs.
- Engage: Encourage the child to copy the design or invent a new one.
- Discuss: Talk about the shapes and how they fit together, enhancing geometric understanding.
Benefits:
- Boosts cognitive skills such as pattern recognition and spatial awareness.
- Encourages structured creative thinking.
9. Playdough Mats: Interactive Sensory Play
Materials Needed:
- Playdough
- Plastic animal figurines
- Playdough mats
Instructions:
- Demonstrate: Create indentations in the playdough using the mat to form landscapes.
- Place: Add plastic animal figurines into the scene.
- Involve: Let the child design their own playdough scene, exploring textures and spatial relationships.
Benefits:
- Enhances sensory processing and fine motor skills.
- Encourages imaginative and structured play.
The focus is on arts, crafts, construction and sensory experiences that allow open-ended creation across various materials and themes. Keep it multi-step, hands-on and developmentally engaging!
The key is to model an engaging, multisensory activity with a clear sequence of steps. Maintain interest by incorporating characters, preferred themes, or storylines. Keep language simple. Then observe as the child independently attends to completing their own version of the demonstrated activity. Provide specific praise for focusing, following directions, and task completion.
Measuring Progress and Mastery during Bucket Sessions
It is important to collect data on the child’s developing skills in Attention Autism to track their progress over time and make adjustments as needed.
Areas to monitor include:
- Attention span – How long does the child remain focused on an activity? Time their engagement and set goals to increase duration.
- Turn-taking – Does the child demonstrate appropriate waiting and responding during their turn? Note the frequency and quality of turn-taking behaviours.
- Communication – Observe if the child makes eye contact, gestures, vocalizations, or other communicative acts during activities. Tally occurrences.
- Imitation – Does the child imitate the teacher’s actions with objects or motor behaviours? The percentage of prompts needed can indicate improvement.
- Transitions – How does the child handle moving between activities and starting/stopping routines? Note ease of transitions.
- Engagement – Record how consistently the child participates in the activities presented. Is their affect positive and focused?
- Problem behaviours – Note any self-stimulation, aggression, elopement, or other disruptions that interfere with sessions. Monitoring these behaviours is key.
Teachers can collect this observational data during each session and synthesize it weekly to determine progress on IEP goals. Quantitative data can be supplemented with qualitative observations on the child’s preferences, emerging skills, and challenges.
Mastery at each Attention Autism stage can be defined by:
- Stage 1: Child attends to novel items for 1-2 minutes with minimal prompting
- Stage 2: Child engages with 5-10 minute activity demonstrations with visual/gestural prompting
- Stage 3: Child appropriately participates in 5 turn-taking exchanges with fading prompts
- Stage 4: Child focuses on tabletop task for 3+ minutes and transitions with gestures/visuals
EHCP Target Examples Linked To Attention Autism
Here are some examples of EHC plan targets related to joint attention skills that could be addressed through Attention Autism:
- Child will maintain attention with an adult for 5 turns during a singing activity to develop joint attention.
- Child will shift gaze between an object and adult 5 times when the adult points and labels the object.
- Child will follow an adult’s pointed finger to 3 different objects in a book to establish joint focus.
- Child will orient towards an adult when their name is called 3 times during group activities to promote shared attention.
- Child will indicate a preference between 2 toy options using gestures, eye gaze, or vocalizations 4/5 opportunities.
- Child will respond to 5 joint attention bids by looking towards objects the adult points to and comments on.
- Child will initiate joint attention by pointing or showing an object to request play expansion from an adult 4 times per activity.
- Child will engage in 3 instances of turn-taking by passing an object back and forth with an adult during a game routine.
- Child will imitate a peer’s actions with the same toy material 3 times after observing the peer’s modeled play.
- Child will respond to an adult’s pause and expectant look by engaging in a reciprocal turn of a social routine 5 times.
- Child will engage in a repetitive social game like peek-a-boo across 5 different scenarios to practice joint engagement.
- Child will make attend to using their preferred interaction style, with 3 different communication partners across 2 settings to generalise joint attention skills.
The key is to break down the complex skills of joint attention and engagement into small, functional targets that can be practised through Attention Autism activities.
Challenges Implementing Attention Autism
Implementing Attention Autism may present some challenges, especially in busy classrooms or those for whom the required behaviours for learning are still emerging:
- Child loses interest in materials quickly – Change activities frequently and introduce novel items. Incorporate their preferred interests when possible.
- Child has difficulty transitioning between activities – Use visual schedules, warnings, timers and structured routines to prepare them for transitions.
- Child disengages or leaves during group activities – Position them near you, provide physical prompts initially, give frequent praise and incorporate high-interest materials.
- Child grabs materials before their turn – Keep items out of reach between turns, provide hand-over-hand guidance, and reinforce waiting through modelling and praise.
- Child engages in self-stimulatory behaviours – Redirect gently with preferred items, modify activities to be more interactive, and shape participation through prompting.
- Activities provoke negative reactions like anxiety or tantrums – Evaluate through observation to determine triggers. Adjust activities sensitively to the child’s tolerances.
- Child has trouble imitating motor behaviours – Provide hand-over-hand guidance initially and reinforce through modelling and praise. Simplify actions.
- Child becomes overstimulated by sensory material – Limit quantities and exposure times for triggers. Notice signs of overstimulation like covering ears or avoiding stimuli.
- Difficulty generalizing skills across settings activities – Practice target skills in different settings using multiple stimuli. Prompt generalisation when opportunities arise.
Pay close attention to the child’s responses to identify what engages their interest versus causes frustration or sensory overload. Adapt activities and environment as needed to maintain motivation and progress. One of the key things to avoid is having other adults walking around the classroom, visitors and phone calls/tannoys – all of these can destroy emerging attention.
How Can We Teach Joint attention?
There has recently been some push back against the attention bucket/bucket time/AA approach. When teaching joint attention to autistic children, it’s essential to adopt a neurodiversity-affirming approach that recognizes autism as a constellation of differences and abilities. Here are five strategies that align with this perspective:
- Establish Rapport and Build Connection:
- Begin by creating a positive and supportive relationship with the child. Building trust and rapport lays the foundation for effective teaching.
- Learn How Each Child Shows Joint Attention:
- Rather than imposing a specific way of demonstrating joint attention, observe and understand how each child naturally engages. Some may use eye contact, gestures, or other nonverbal cues. Respect their unique communication style.
- Presume Competence:
- Assume that the child has the capacity to learn and participate actively. Avoid underestimating their abilities. When we presume competence, we create an empowering environment that encourages growth.
- Explore Their Interests and Language Comprehension:
- Take the time to learn about the child’s interests. What topics or activities captivate their attention? Tailor joint attention activities around these interests. Additionally, assess their level of language comprehension respectfully.
- Provide Processing Time and Safe Spaces:
- Recognise that some autistic children may need extra time to process information. Create safe and supportive environments where they feel comfortable exploring joint attention. Be patient and allow them to engage at their own pace.
These strategies must always be adapted by a skilled teacher to suit individual needs. By embracing neurodiversity and respecting each child’s strengths, we can foster positive developmental trajectories.
Frequently Asked Questions
Q: At what age is Attention Autism most appropriate?
A: The program is designed for children ages 3-8 years when foundational attention and communication skills develop rapidly. However, the stages can be adapted for younger or older children with adjustments to match developmental level.
Q: How long do Attention Autism sessions last?
A: When first implementing the program, aim for 5-10 minute sessions 2-3 times per day. Gradually increase duration to 15-20 minutes as skills progress. Multiple brief sessions are most effective.
Q: How can I involve parents in implementing Attention Autism?
A: Provide parent training on the principles and activities. Encourage them to incorporate activities at home for consistency and more practice. Share data and progress updates.
Q: Can Attention Autism be implemented in a group setting?
A: Initially it works best in a 1:1 format but small groups of 2-3 children is possible as skills develop by taking turns and sharing materials.
Q: What if a child shows no interest in the materials I present?
A: Try a wide variety of activities and sensory stimuli until you find items that capture the child’s attention. Incorporate their preferred interests when possible and adapt activities to match their skills.
Bonus: 50 Attention Autism Bucket Time Activity Ideas
Here are 50 activity ideas for the Bucket Time stage of Attention Autism:
- Wind-up toys (cars, animals that walk/hop/swim)
- Pinwheels
- Music boxes
- Light-up bouncing balls
- Bubble guns
- Mini pop-up books
- Hand puppets
- Jack-in-the-box toys
- Stretchy/sticky stretch toys
- Colourful spinning tops
- Rainbow slinky
- Wrist/ankle rattles
- Plush characters with exciting features (light-up, crinkly, etc.)
- Musical instruments like mini piano, guitar, drum
- Noise-maker toys – squeakers, horns
- Fidget spinners
- Small popper toys
- Flashlights or glow sticks
- Feather boas or soft boa material
- Scarves, ribbons, or streamers
- Kazoos
- Finger puppets
- Mini slime or putty containers
- Tactile balls (sparkly, bumpy)
- Balloon animals
- Snap bracelets
- Colour-changing items
- Mini lava lamps
- Spectrum wheel spinners
- Crystallized items
- Kinetic sand
- Mini origami animals
- Iridescent glitter shapes
- Rainbow prism beads
- Wikki Stix
- Mini snow globes
- Felt finger puppets
- Goldfish crackers
- Marble run tubes
- Small sensory bottles
- Cardboard tubes to blow through
- Blinking light balls
- Colourful pom poms
- Rain sticks
- Mini sea animal water toys
- Pin Art (pins pushed to make designs)
- Kaleidoscopes
- Small bubble blowers
- Mini sticky hand toys
- Fidget cubes
- Ice Painting
The key is providing a wide variety of highly visual, tactile, auditory and novel items to capture and maintain a child’s attention during short, focused Bucket Time activities. Rotate materials to keep up novelty and interest over time.
References and Further Reading
Ames, C & Fletcher-Watson, S 2010, ‘A review of methods in the study of attention in autism‘, Developmental Review, vol. 30, no. 1, pp. 52-73. https://doi.org/10.1016/j.dr.2009.12.003
Leekam, S.R., López, B., & Moore, C. (2000). Attention and joint attention in preschool children with autism. Developmental psychology, 36 2, 261-73 .