When attention capacity is too low, concentrating in class is hard, children experience “disconnects” and get distracted often, and are in fact mentally not really present in class. As a result, they lag behind class, receive low grades and sometimes even fail exams. Even in cases when they managed to catch up with the material learned in class, because of the inability to concentrate during the exam itself, mistakes that stem from inattentiveness, such as partial reading of exam questions, are further reasons for receiving lower grades despite having put effort into exam preparation. Such a phenomenon is particularly evident in children of high intelligence, that in the past managed to “get by”, yet with an increasing challenge in school, their past strategies are no longer viable.
“Today she’s participating in several extended science classes, and became a straight-A-student with high achievements under her belt, which allowed her entrance into the gifted students program.”
How did we achieve results?
The attention function assessment showed difficulties in sustaining a stable level of attention.
The treatment included 24 sessions, in which we utilized computerized cognitive training to improve sustained attention, and analyzed day-to-day instances that occurred in school, with friends, classmates and at home.
We developed together an awareness for feelings of frustration, lack of interest and avoidance, and learned how to identify where do these feelings stem from, and developed and practiced strategies to help function better in school and in social circumstances.