Maintaining attention is a significant problem with autistic students during mathematics class time. Implementation of tier 2 will help in identifying factors that affect attention in during class time. Identifying such issues in groups will aid the educational professionals to initiate strategies that will work to alleviate them and in turn improve attention. It will also aid in identifying student problems that could be affecting attention and device ways to deal with them. The challenge of intervention can be better addressed through implementing tier 2, in which teaching professionals will provide instructions on how to organize and present work. The group setting provides an enhanced model to provide instruction to a large group, thereby saving time. Moreover, students can compare works which creates room for improvement.
For the intervention to meet the objectives, it will require highly trained educational professionals with quality information on Response to Intervention (RTI) approach (Tichá and Abery, 2018). It will also require a change in the classroom setting to support small-group settings and one which does not interfere with the general curriculum instructions. For attention difficulties, educators will group students to manageable groups and sought to identify attention disrupting aspects. They will devise ways to alleviate this problems and work on improving attention through general academic instructions. Organization challenges will follow the procedure of group creation and identification of problems in organization. The educators will develop models of strategies bound to improve student organizational skills and presentation of work. This will involve exercises on organizational skills and identify one or several that students resonate to.