Semester of Graduation
Fall, 2025
Degree
Master of Education (MEd)
Department
Curriculum and Instruction In Early Childhood Education
Document Type
Thesis
Abstract
BACKGROUND: Attention is a critical cognitive process significantly influencing learning and task performance in preschoolers. Effective attention management can enhance engagement and reduce off-task behavior, essential for academic success.
OBJECTIVE: This study aimed to evaluate the impact of an attention management intervention on improving on-task behavior among preschool children aged 4-5 years. It was hypothesized that these strategies would significantly enhance child attention. METHOD: A quantitative single-case research design, specifically a multiple baseline across children aged 48-53 months, was employed to measure the impact of an Attention Management Intervention. The Attention Management Intervention consisted of verbal prompt and charts (Fisher et al., 2011), visual cues and verbal prompt (Mateo et al., 2020), physical movement breaks (Oberle et al., 2020) and mindfulness techniques (DiCarlo et al., 2020).
RESULTS: Results indicate that using the increase in attention leads to an increase in children’s on-task behaviors, which is consistent with previous research (Smith et al., 2014). CONCLUSIONS: The study provides empirical evidence that an Attention Management Intervention can be successfully used within the context of the normally occurring routines of the early childhood classroom to increase child attention.
Keywords: Child attention, preschool education, on-task behavior, verbal prompt, physical movements, mindfulness techniques, visual cues.
Date
8-28-2025
Recommended Citation
Adu Poku, Bridget, "The Impact of Attention Management Strategies on Ontask Behavior In Early Childhood Education: A Quantitative Single Case Study of Preschool Settings" (2025). LSU Master's Theses. 6226.
https://repository.lsu.edu/gradschool_theses/6226
Committee Chair
Dicarlo F. Cynthia
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