# PWR-097 — Sustained attention: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Trial A and Trial B symbol grids below; A pointer, ruler, keyboard cursor, switch or other declared way to track one position; A timer that gives one accessible cue every four seconds, or a helper who gives the same cue; A cover for Trial B and the answer key until they are needed; A record for hits, misses, false alarms, attention-slip tallies and burden from 0 to 5 Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches a simple sustained-attention routine. Move through one 60-token grid at a fixed pace of one token every four seconds, mark uppercase X only, notice when attention slips and return to the current token without racing. Score early and late accuracy separately, then repeat with the matched second grid after 3–7 days under the same conditions. Target outcome: Define sustained attention without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Use a comfortable display and response method. Stop for eyestrain, headache, distress, repeated loss of place or declining quality. - Do not use the result as an ADHD screen, intelligence score, character judgement or proof of attention in another setting. - Keep essential notifications and accessibility supports. Change at most one genuinely optional environmental condition. - If two-second pacing is inaccessible, use a support person or a slower declared cue. Compare only trials that use the same pace and access method. ### Required or supplied materials - Trial A and Trial B symbol grids below - A pointer, ruler, keyboard cursor, switch or other declared way to track one position - A timer that gives one accessible cue every four seconds, or a helper who gives the same cue - A cover for Trial B and the answer key until they are needed - A record for hits, misses, false alarms, attention-slip tallies and burden from 0 to 5 ### Supplied fixture Read left to right at one token every four seconds. Each trial has six lines, 60 tokens, 14 uppercase-X targets and a fixed duration of four minutes. | Trial | Line | Tokens in positions 1 to 10 | | --- | --- | --- | | A | 1 | A; X; B; C; X; D; E; F; X; G | | A | 2 | X; H; I; J; K; X; L; M; N; O | | A | 3 | P; Q; R; X; S; T; X; U; X; V | | A | 4 | W; Y; Z; A; B; C; D; E; F; G | | A | 5 | H; X; I; X; J; K; L; X; M; X | | A | 6 | N; O; P; Q; X; R; S; T; U; X | | B | 1 | X; A; B; X; C; D; E; X; F; G | | B | 2 | H; I; X; J; K; L; X; M; N; X | | B | 3 | O; P; Q; R; S; T; U; V; W; Y | | B | 4 | Z; X; A; B; X; C; X; D; E; F | | B | 5 | G; H; I; X; J; K; L; M; X; N | | B | 6 | O; X; P; Q; R; X; S; T; X; U | ## 1. Cover Trial B and the answer key Cover Trial B and the answer key. Set the rule: mark uppercase X and nothing else. Why: “Cover Trial B and the answer key” carries the authored Sustained attention method into a reviewable output without adding an unstated task, dose or claim. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Cover Trial B and the answer key. Set the rule: mark uppercase X and nothing else.” Accessible alternative: Complete “Cover Trial B and the answer key. Set the rule: mark uppercase X and nothing else.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Cover Trial B and the answer key. Set the rule: mark uppercase X and nothing else.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Choose one comfortable display and response method Choose one comfortable display and response method. Use the same lighting, notifications, access supports and position for both sessions. Why: “Choose one comfortable display and response method” fixes the exact Sustained attention configuration or decision before later observations are compared. Success check: The learner can verify “Choose one comfortable display and response method” from the declared materials, position or recorded choice before continuing. Accessible alternative: A supported, seated, reduced-range or slower version of “Choose one comfortable display and response method. Use the same lighting, notifications, access supports and position for both sessions.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner can verify “Choose one comfortable display and response method” from the declared materials, position or recorded choice before continuing.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Set one cue every four seconds Set one cue every four seconds. Place the pointer on Trial A, line 1, position 1. Why: “Set one cue every four seconds” fixes the exact Sustained attention configuration or decision before later observations are compared. Success check: The learner can verify “Set one cue every four seconds” from the declared materials, position or recorded choice before continuing. Accessible alternative: A supported, seated, reduced-range or slower version of “Set one cue every four seconds. Place the pointer on Trial A, line 1, position 1.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner can verify “Set one cue every four seconds” from the declared materials, position or recorded choice before continuing.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. At each cue, decide whether the current token is uppercase X, mark… At each cue, decide whether the current token is uppercase X, mark it if it is, then move the pointer exactly one position. Do not scan ahead or go back. Why: “At each cue, decide whether the current token is uppercase X, mark it if it is, then move the pointer exactly one position” fixes the exact Sustained attention configuration or decision before later observations are compared. Success check: The learner can verify “At each cue, decide whether the current token is uppercase X, mark it if it is, then move the pointer exactly one position” from the declared materials, position or recorded choice before continuing. Accessible alternative: A supported, seated, reduced-range or slower version of “At each cue, decide whether the current token is uppercase X, mark it if it is, then move the pointer exactly one position. Do not scan ahead or go back.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner can verify “At each cue, decide whether the current token is uppercase X, mark it if it is, then move the pointer exactly one position” from the declared materials, position or recorded choice before continuing.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. If attention slips, make one tally and return to the current position… If attention slips, make one tally and return to the current position on the next cue. Do not rush to catch up. Why: “If attention slips, make one tally and return to the current position on the next cue” fixes the exact Sustained attention configuration or decision before later observations are compared. Success check: The learner can verify “If attention slips, make one tally and return to the current position on the next cue” from the declared materials, position or recorded choice before continuing. Accessible alternative: A supported, seated, reduced-range or slower version of “If attention slips, make one tally and return to the current position on the next cue. Do not rush to catch up.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner can verify “If attention slips, make one tally and return to the current position on the next cue” from the declared materials, position or recorded choice before continuing.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. After position 60, record burden before opening the key After position 60, record burden before opening the key. Score hits, misses and false alarms for lines 1–3 and lines 4–6 separately. Why: “After position 60, record burden before opening the key” fixes the exact Sustained attention configuration or decision before later observations are compared. Success check: The work shows the value requested by “After position 60, record burden before opening the key”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “After position 60, record burden before opening the key. Score hits, misses and false alarms for lines 1–3 and lines 4–6 separately.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “After position 60, record burden before opening the key”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. After 3–7 days, run Trial B once with the same four-minute pace… After 3–7 days, run Trial B once with the same four-minute pace and the same conditions. Do not reopen Trial A first. Why: “After 3–7 days, run Trial B once with the same four-minute pace and the same conditions” isolates the named Sustained attention task while preserving its configuration, stopping rule and measurement boundary. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “After 3–7 days, run Trial B once with the same four-minute pace and the same conditions. Do not reopen Trial A first.” Accessible alternative: A supported, seated, reduced-range or slower version of “After 3–7 days, run Trial B once with the same four-minute pace and the same conditions. Do not reopen Trial A first.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “After 3–7 days, run Trial B once with the same four-minute pace and the same conditions. Do not reopen Trial A first.”” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Compare only the declared task measures Compare only the declared task measures. A better second grid is task-specific retention, not diagnosis or proof of attention everywhere. Why: “Compare only the declared task measures” isolates the named evidence distinction so the learner can interpret Sustained attention without extending the claim. Success check: The output directly answers “Compare only the declared task measures”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare only the declared task measures. A better second grid is task-specific retention, not diagnosis or proof of attention everywhere.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Compare only the declared task measures”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.