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Do Attention Problems mean my Child has ADHD?

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5 Reasons Why Your Child’s Attention Problems Might NOT be ADHD.

Meet 5  different Students with one common story.

  • Attention Challenges, Attention Focus, ADHDJeremy wiggles constantly in his chair. It keeps him from getting his work done and is very distracting to the students sitting near him.
  • Manny talks to his neighbors all the time instead of doing his work. He’s always interested in what everyone else is doing, but he can’t seem to pay attention to his own work.
  • Sara tries really hard to be “good.†She sits up tall and looks right at the teacher. But pretty soon, she’s fiddling with things on her desk or staring straight through the teacher. When it’s time to start working, Sara always has to ask, “What were we supposed to do?â€
  • Rachel never knows what she’s supposed to do for homework. She uses her planner, but what she’s written is incomplete and doesn’t make a lot of sense. If she does do her homework, she usually can’t find it when it’s time to turn it in.
  • Jessica is getting Ds and Fs in high school. She can read, write, spell, and do math but she doesn’t pay attention in class, does poorly on tests, and doesn’t get her work done.

What do these students have in common? Each of these children has trouble paying attention in class, yet  Not one of them has Attention Deficit Disorder.

Good attention and efficient learning depend upon a solid foundation of underlying learning skills
The vast majority of students who come to our learning center have some challenges with attention, but only a small minority are truly ADHD. Successful, easy learning depends upon a solid foundation of underlying learning skills. These skills include the following:

  • Developmental Learning Skills: These are basic visual and motor skills that help children develop a sense of self, internal organization, and body and attention awareness and control.
  • Processing Skills: These are skills such as attention, memory, auditory and visual processing (how we think about and understand things that we see or hear), processing speed, language comprehension, and phonemic awareness (the thinking process critical to reading that supports learning and using phonics).
  • Executive Function: This is our personal manager that guides and directs our attention and behavior. It helps us reason, problem solve, organize, and make decisions.

Poor attention in class may be a symptom, not the real problem
If a child has problems with any of the underlying learning skills, his attention system will also be stressed. While attention may become a problem in school or with homework, it may not actually be the real problem.

5 Students ~ Five Different Learning Challenges Affecting Attention
Jeremy, our wiggly, distracting student can’t sit still in his chair because of a retained primitive reflex called the Spinal Galant.

Primitive reflexes are involuntary movements that are present in infants to help with the birth process and adaptation as a newborn. If these reflexes don’t “disappear†within about the first year of life, they will continue to fire and cause neurological interference that inhibits efficient development and easy learning.

Jeremy’s retained Spinal Gallant reflex causes him to wiggle in his chair when he doesn’t mean to.When he tries hard to sit still, it takes all of his attention, so he can’t really think about what the teacher is saying or what he’s supposed to be doing on his assignments.

Manny is dyslexic. He’s very smart and very clever. He has memorized some words, but he can’t sound out new words and sometimes when he looks at the page, it seems like the words and letters are moving around. At nine-years-old, he’s already figured out that getting in trouble for “entertaining†his neighbors is better than anyone knowing he can’t read.

Sara has an auditory processing problem. She tries so hard to listen, but what she’s hearing is spotty and inconsistent, like a bad cell phone connection. She tries to fill-in the gaps, but pretty soon, it just doesn’t make sense and she can’t keep her attention on it anymore.

Rachel has poor visual memory skills. When she tries to copy down assignments, she has to look back and forth so many times between the board and her planner, that she often loses her place and misses part of the information. It takes her longer than the other students, so she often doesn’t finish because its embarrassing to have to stay after class copying the assignment.

When Rachel does her homework, she sticks it in her backpack. The problem is, she can’t hold a picture in her mind of exactly where it is, so when it’s time to turn it in the next day, she can’t remember where she put it. Well-meaning teachers and family have suggested that maybe Ritalin would help her pay better attention. They don’t realize that Rachel is paying attention, but her visual memory is not supporting her well enough to remember the information.

Jessica has weak processing and executive function skills. She’s pretty sure her parents and teacher are right when they say she’s lazy and unmotivated because she just can’t seem to pay attention and get her work done.

Weak underlying processing and executive function skills can keep a capable student from being able to pull it altogether to perform as expected. They struggle to keep up and have inconsistent homework grades and test scores.

Addressing the root cause of the poor attention symptom can eliminate the problem. All five of these students were able to solve their attention and learning challenges by developing the underlying learning skills that were not supporting them well enough.

Jeremy went through Core Learning Skills Training to integrate his retained reflexes and improve his body awareness and control. He no longer stands out in class.

Manny went through a specialized auditory stimulation and reading program to develop his phonemic awareness and ability to look at the words on the page without getting disoriented. He can now understand how the sounds in words work and has learned to read and spell. He’s putting his strong verbal abilities and humor to use in the school play.

Sara went through a program of Auditory Stimulation and Training to increase her auditory processing skills. She is able to listen to her teacher and her friends now without getting exhausted and missing information. She no longer feels lost and anxious and is able to be the good student she always tried to be.

Rachel received training in various visual processing, visual memory, and organization skills. She can now copy from the board and use her planner accurately most of the time. She is more organized and can remember where her homework is in her folder.

Jessica did an intensive processing skills program called PACE and before she finished the 12-week program, she had brought her grades up to As and Bs.

Don’t ignore attention problems in school
Problems paying attention in class can be a sign to parents that their child is struggling in school. This should not be ignored.

But parents and teachers should be aware that whenever an area of underlying processing or learning skills is inefficient, extra energy will be needed to perform. This stresses the person’s attention. It is important to look very carefully to determine if the attention challenges seen in class are the cause of the learning problem or the symptom.

At Therapeutic Literacy Center, we focus on enhancing and developing those processing skills that bring about the biggest impact on learning: Auditory Processing, Auditory-Visual Association, Comprehension, Processing Speed, Divided Attention, Selective Attention, Memory, Visualization, and dozens of other skill sets that many of us take for granted.  We address the cause, not merely the symptom.  Give us a call today to learn more about our programs and how we can help your child deal with Attention issues!

Breakthroughs in Auditory Processing: Retraining the Auditory System through Music and Sound

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The learning environment for the average student today is bursting with distracting, everyday noise. Overhead lights emit low buzzing sounds. Air conditioners, computers, traffic and construction noise, and voices in the cafeteria or gym classes bombard students’ brains and compete for their attention.  Many of us take for granted that we can filter out or otherwise ignore these distractions but many are simply unable to accomplish this sort of noise filtering.  Imagine what the world would be like if all that you perceived as ‘background’ noise was actually just as loud and just as commanding of your attention?The learning environment for the average student today is bursting with distracting, everyday noise.

Sound has a profound effect on living systems. Because sound goes directly into the body, it has the ability to nourish or depress the system. The vagus nerve, which connects the ear to the brain, also connects the ear to nearly every organ in the body . Have you ever gone into a teenager’s room, and felt like the music rattled you from head to toe? It did! Literally, inside and out.

The environment today is brimming with noise. This seemingly continuous barrage of environmental noise is a constant source of stress in an already stress-filled society.  Many studies have been done to understand the effect of noise on people and nature. In 1975, a study done by researcher Ariline Bronzaft found that children on the train track side of a New York public school lagged a year behind in learning to read when compared to their classmates on the other side of the building. Other studies have found the same learning difficulties for children living near airports.

Yet, the brain needs sound . A diet of healthy sound can have amazing effects on our learning, communication, emotions, relationships, sleep, coordination, creativity, organization and general sense of well-being.

How Does The Auditory System Work?
In order to think about and understand language, an auditory stimulus (sound) has to be received by the outer ear and channeled through the middle and inner ear to the auditory nerve. The ear’s job at this point is hearing.

Once the signal is transferred from the inner ear to the auditory nerve, it goes on a journey through the brainstem and the brain on its way to the cortex where language is processed. The Central Auditory Nervous System (CANS), where this journey takes place, is an intricate system dedicated to dealing with auditory information.

When the signal gets to an area of the brain called Heschl’s Gyrus the transition from auditory processing to language processing begins. It is at this point that the brain begins to process the auditory signal as language.

The final leg of the journey sends the language signals to the cortex where the information is coded, organized, interpreted, and understood.

A central auditory processing disorder (CAPD) occurs when the auditory signal is received accurately by the ear, but becomes distorted, confused, or compromised in some way before it is received by the language area of the brain.

Common Symptoms of Central Auditory Processing Disorder

In more clinical terms, here are some symptoms that most literature on CAPD include:

  • About 75% are male
  • Normal hearing acuity
  • Difficulty following oral directions
  • Inconsistent response to auditory stimuli (the signal isn’t always confused, just sometimes)
  • Short attention span; fatigues easily during auditory tasks
  • Poor long and short term memory
  • May be looking at the speaker, but doesn’t appear to be listening
  • Trouble listening when there is background noise
  • Difficulty knowing where the sound is coming from
  • Difficulty with phonics, reading, or spelling; mild speech-language problems
  • Disruptive behaviors (distracted, impulsive, frustrated)
  • Says “Huh?” or “What?” Often asks for things to be repeated
  • History of ear infections

And even if there has been no professional diagnosis for a struggling child as yet, we both know that something doesn’t  have to be an identified “disorder” for the issue to be a genuine challenge for the student.

It’s Hard to Get the Message When You Have A Bad Connection

Perhaps the best way to understand a central auditory processing disorder in our “modern age” is to think about what it is like to be in an important conversation with a bad cell phone connection. You are having to listen extremely hard, and any extra noise around you (i.e. kids, traffic, etc.) becomes extremely irritating and hard to block out.

Because the signal is not clear, you miss part of what the speaker is saying and you find yourself saying, “What did you say?” and struggling to fill-in the gaps.

You’re not exactly sure what the speaker said, but you don’t want to sound stupid or uninterested, so you make what you think is an appropriate response. Oops! That backfired. Now you have to explain about the bad connection and why you misinterpreted what they said and made an “off-the-wall” response.

You’re not quite understanding the speaker, yet when you have a clear connection, you really don’t have a comprehension problem.

It’s taking so much energy to keep up with this conversation, that you find your attention drifting. You’re feeling distracted and frustrated, and doggone it, important or not, you just want to get off the phone!

Luckily for cell phone users, the way to a better connection is to hang-up and dial again. But for students with CAPD, this is life.

Key Player on the Sensory Team
The auditory system is like the quarterback or the “captain” of the sensory team. It begins to function at 16 weeks in utero and has neuro-connections that allow the sensory team to work efficiently. When the auditory system is weak, it can affect the integration of information being fed to the brain and the nervous system by the other senses.

An inefficient auditory system can inhibit the development of strong listening skills. There is a difference between hearing and listening. Hearing is passive. Listening is active and conscious and has a huge impact on learning . Inadequately developed listening skills can cause problems with information processing, attention, memory, concentration, relationships, motor coordination, language learning and communication.

The ear is tied-in to the vestibular system (balance and movement), so coordination, posture, and sensorimotor integration can be affected by a weak auditory system. Through improved listening, we see improved spatial awareness which supports organization; better body control for sitting in a chair and posture; improved eye-hand coordination for writing and improved motor coordination and performance in sports.

A well-functioning ear is like a battery which changes sound waves into electrical waves. These electrical waves stimulate the cortex (the thinking and learning part of the brain). Healthy sounds are nutrients that can stimulate the middle ear and charge the nervous system .

Because the auditory system has strong interconnections on multiple levels across both sides of the brain and throughout the body, it can impact how energized or de-energized we feel, how well we process information for learning, and how alert and organized we are.

Just as a healthy diet contributes to physical and mental health, a healthy sound environment makes healthier, more available learners.

What if you found a program for students that would result in:

  • Better articulation
  • Improved sleep
  • Better ability to follow directions
  • Improved auditory comprehension
  • Improved vocal quality
  • Better organization
  • Improved social interaction
  • Increased balance and coordination
  • Improved language
  • Increased attention
  • Improved communication
  • Reduced sound sensitivity
  • Increased frustration tolerance
  • Increased learning

Sounds like an Infomercial, doesn’t it? Would you buy?

Believe it or not, these are just a few of the results we are seeing from music and sound stimulation programs that we have added to our “therapy toolbox” over the last few years. Through the work of dedicated pioneers in the field, a whole new world of listening, communication, and success has been opened to our students.

Music and Sound Therapy
Over the years at the Learning Center, we have found that the use of music has been a tremendous tool for opening the door to learning and communication . For students that were shut-down to learning because of constant failure, music was an avenue to renew hope and interest. Our interest in music therapy as a gateway with emotionally-blocked students gradually led us to the use of music and sound stimulation to strengthen and re-train the auditory system for learning, communication, comprehension, and language.

The therapeutic use of music has long been scientifically supported. In the mid-1900s Dr. Alfred Tomatis began his work with the therapeutic application of sound to treat specific symptoms and behaviors.

Auditory stimulation and training has been effective in treating a variety of disorders, including auditory processing disorders, speech and language disorders, learning disabilities, autistic spectrum disorders, attention deficit disorders, and reading and spelling disorders.

The focus of auditory stimulation and training is on re-educating the ear and auditory pathways.

This is accomplished through the use of specially modified classical music and nature sounds CDs that stimulate the hearing mechanism to take in a full spectrum of sound frequencies. Because sound frequencies literally vibrate through our entire body, auditory re-training can result in positive changes physically, emotionally, and mentally.

As listening skills and the auditory system improve, many positive changes take place (take another look at the list on page one).

A Gentle, Powerful Therapy
Nourishing the auditory system with healthy sound through programs such as Samonas Sound Therapy, The Listening Program , and Advanced Brain Technologies’ Sound Health Series restores and supports the function of the auditory system.

We have found these to be tremendous tools in aiding the development of communication and learning with students of all ages with a variety of learning challenges; however, as one student pointed out, this “would be healthy for anyone, even if they didn’t have a problem.”

Our work with auditory stimulation and training has been exciting and inspiring. With these powerful tools, we are seeing dramatic changes occur in the lives of children, teens, and adults. This is by far the “gentlest” therapy we have ever prescribed, yet changes usually begin to be noticeable within two to three weeks and the impact has been unmistakable. One parent of a young teenager said, “If it wouldn’t embarrass my daughter to death, I’d call Oprah and tell her she needs to do a show on this!”

 

Auditory Connections – Is Your Child’s Learning struggle actually a Listening issue?

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If your child experiences reading difficulties,  you’ve likely been researching the issue hoping for understanding of their learning struggle.  If so, you may have become familiar with Auditory Connections - Is Your Child's Learning struggle actually a Listening issue?the link between auditory processing and reading.  

Indeed, you may already suspect that your child exhibits some level of disability in terms of auditory processing and are now trying to figure out  if:

1- the experts know enough about it to have developed successful therapies, and

2- whether your child is a good candidate for these therapies.

Studies are still being done, research articles published, and books are still being written that emphasize the importance of auditory processing in learning to read, communicating with oral and written language, and developing adequate social skills.  At TLC, I have seen this verified over and over in my clinical work with students.

As I have worked in this area, I have been continuously reminded of the wholeness of learning and of the learner. I have previous written about the auditory system, (“Breakthroughs in Auditory Processing” at www.learningdisability.com) and its connections not only with the language center of the brain, but with the vestibular system (our system of balance and movement), and the automatic functions of the body (respiratory, digestive, and eliminatory).

When we use sound therapy to stimulate the auditory system, we find the results to be more global than the original goals of increasing phonemic awareness, reading, or language skills. Improvements in handwriting, posture, sleep habits, communication, social skills, confidence, calmness and math are a few of the peripheral changes we have seen.

Dr. Alfred Tomatis, a French ENT (Ear, Nose and Throat specialist), discovered in the early 1950’s that the ay we listen has a profound impact on nearly every aspect of our lives. He also discovered that many learning problems are the direct result of listening problems.  He distinguished hearing from listening, indicating that they are actually two different functions of the ear.

Hearing is the passive perception of sound.  Listening, on the other hand, involves the desire and ability to focus on selected sounds; to choose what sound information we want to attend to so that we can process it in a clear and organized manner.

Listening is closely related to attention and concentration, and integration, understanding and retention of auditory information, and therefore, critical to learning.

What happens when a person’s hearing is good, but their listening is poor?
Surprisingly, poor listening can affect a wide number of areas. Canadian Listening Therapist and author Paul Madaule has put together a checklist of abilities or qualities that relate to listening skills. There is no score, but this tool may be helpful evaluating an individual’s ability to listen, and therefore to learn. This checklist is reprinted here with the permission of The Listening Center, Toronto (www.listeningcenter.com)

Listening Skills Checklist
Development History: Our early years
This knowledge about our younger years is extremely important in early identification and prevention of listening problems. It also sheds light on possible causes of listening problems.

  • A stressful pregnancy
  • Difficult birth
  • Adoption
  • Early separation from the mother
  • Delay in motor development
  • Delay in language development
  • Recurring ear infections

Receptive Listening: Our external environment
This type of listening is directed outward to the world around us. It keeps us attuned to what’s going on at home, at work, in the classroom or with friends.

  • Short attention span
  • Distractibility
  • Over-sensitivity to sounds
  • Misinterpretation of questions
  • Confusion of similar-sounding words
  • Frequent need for repetition
  • Inability to follow sequential instructions

Express Listening: Our internal atmosphere
This is the kind of listening that is directed within us. We use it to listen to ourselves and to gauge and control our voice when we speak and sing.

  • Flat and monotonous voice
  • Hesitant speech
  • Weak vocabulary
  • Poor sentence structure
  • Overuse of stereotyped expressions
  • Inability to sing in tune
  • Confusion or reversal of letters
  • Poor reading comprehension
  • Poor reading aloud
  • Poor spelling

Motor Skills: Our physical abilities
The ear of the body (the vestibule), which controls balance, muscle and eye coordination and body image needs close scrutiny also.

  • Poor posture
  • Fidgety behavior
  • Clumsy, uncoordinated movements
  • Poor sense of rhythm
  • Messy handwriting
  • Hard time with organization, structure
  • Confusion of lefts and rights
  • Mixed dominance

Level of Energy: Our fuel system
The ear acts like a dynamo (a powerful motor), providing us with the “brain” energy we need to not only survive but also to lead fulfilling lives.

  • Difficulty getting up
  • Tiredness at the end of the day
  • Habit of procrastinating
  • Hyperactivity
  • Tendency toward depression
  • Feeling overburdened with everyday tasks

Behavioral and Social Adjustment: Our relationships skills
A listening difficulty is often related to these qualities of interacting with others.

  • Low tolerance for frustration
  • Poor self-confidence
  • Poor self-image
  • Shyness
  • Difficulty making friends
  • Tendency to withdraw or avoid others
  • Irritability
  • Immaturity
  • Low motivation, no interest in school/work
  • Negative attitude toward school/work

At the Therapeutic Literacy Center in Solana Beach, we use Samonas Sound Therapy, Auditory Stimulation Training system,  metronome and audio-vocal training to stimulate the auditory system and improve listening and listening-related skills. As students become better listeners, they have also become better learners.

Here is one story:
John came to the learning center as a 7 year old. He had been diagnosed with apraxia, which affected his gross motor coordination, graphomotor skills (handwriting), and oral motor skills. When he started, John showed extreme difficulty with any fine or gross motor movements, organization, or coordination. He had difficulty articulating sounds and words and difficulty expressing himself in a way that others could understand. He was obviously very bright, but had difficulty with social and language comprehension. He had huge amounts of uncontrolled energy and serious attention problems. He could attend to a task for only 10-15 minutes with re-direction. He was a non-reader, had trouble making friends, and had poor self-esteem.

After 4 weeks of sound therapy, John had better control in swimming; more eye contact; clearer, more controlled language; and had begun asking questions about conversations and other things in general.

After 6-7 weeks of sound therapy, John was using larger words and more mature sentences and questions. His sentences were no longer fragmented. He showed dramatic Listening and Learning - Not always as straightforward as it seems. Find out about Auditory Processing Disorderimprovement in artwork (from scribbles to drawings), and showed better motor coordination. He started doing front and back somersaults in the pool, with control. He wrote a note on his own for the first time and posted it on his bedroom door. His self-esteem was reported as high!

John’s learning skills improved dramatically as a result of his listening therapy. His increased attention, motor coordination, articulation, communication, and auditory and language processing abilities allowed him to be ready for further processing skills development and academic skills. John is now reading at grade level!

Samonas Sound Therapy is a music and sound stimulation method that focuses on re-educating the ear and auditory pathways for increased attention, communication, listening, and sensory integration. This is accomplished through the use of specially modified classical music and nature sounds that stimulate the hearing mechanism to take in a full spectrum of sound.

Samonas was developed by German sound engineer, Ingo Steinbach. With his background in physics and music, Steinbach combined the principles of Dr. Alfred Tomatis with advances in technology and physics to develop the Samonas recordings.

Find out if your child’s learning struggle may actually be a listening issue.  Call or contact us today to talk about your child’s needs and how we and our tailored programs can help them overcome the challenges they are facing!

Recognizing and Overcoming Attention Focus Challenges

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How can I possibly know whether my kid is just goofing off or he’s having real difficulty paying attention?  In a Reader’s Digest article, the author asks his son to put on his shoes. The father’s request marked the beginning of a woeful tale of a dad’s rise to total frustration and a Having trouble staying on task, completing assignments may be symptoms of attention challengesyoung boy’s complete obliviousness as the words  “…entered his left ear, and before they could penetrate his brain, [were] ejected out his right ear at nearly the speed of light.”  When the father finally yells his request, his son Robert has no idea why his dad could possibly be so irritated.

Sound familiar to you?

What so many people want to know about Robert is this:  Does this mean that Robert has Attention Deficit Disorder (A.D.D.)?

Probably not. But then,attention focus problems occur in everyone from time to time, not just to those with A.D.D. Let’s face it, we all have problems focusing our attention at times. Attention focus becomes a problem only when it is out of our control…when it controls us and interferes with our learning and daily lives.

Recognizing and Overcoming Attention Focus Challenges:  Three Categories of Common Attention Disruption

Attention focus problems have many “faces.” There are different types and they may look different on different people. The good news is that most can be overcome with proper training. Below are three broad categories of common attention focus disruption and some of the issues, or symptoms,that individuals may be dealing with daily.

Excessive Activity (constant movement, either physical or mental)
For these individuals, the body is in constant motion and out of control. They have too much unchanneled physical energy. They always seem to be playing with something, can’t seem to stay in their seat, and in fact, often prefer to work standing up.  Mentally their attention may be jumping from one thought to another too fast to fully absorb anything.

Some have an inability to filter out unimportant things and focus on what is relevant. They pay equal attention to everything. The ability to focus on the important stimuli and let everything else be in the background is called figure-ground. A child with an auditory figure ground problem may find the hum of the air conditioner, feet shuffling, pencils writing, a classmate whispering, and a page turning to be equally as loud and demanding of his or her attention as the teacher’s voice.

A person with a visual figure ground problem may live in a world that looks like a page from Where’s Waldo . They see everything but nothing stands out as important. On a written page, the white spaces may stand out as prominently as the letters, making it almost impossible to focus on anything.

Distractibility (external and internal)
Distractibility is different from figure-ground in that the individuals can focus their attention on something. But they tend to shift their focus easily and remain there instead of shifting back to what they were doing. Distractions may be external or internal. Individuals with creative, active minds can often wander way off target and become absorbed in their own visualizations, triggered perhaps by a single word that they heard or read.

Many dyslexic and A.D.D. individuals are highly intelligent and highly visual. They often tend to be creative, “right-brained” thinkers, who think in concepts and pictures. They may have the ability to see in dimension, to mentally “see” objects from all sides. This perceptual talent lends itself to drawing, building, putting things together, and recalling concrete or visual information.

Disorientation is the loss of focus triggered by confusion – for these individuals is almost always associated with efforts to work with symbols or to listen . When the person experiences confusion about symbols (such as letters or numbers), his brain really wants to understand. If this person, who can easily “see” in dimension, goes to his most comfortable thinking style, he can perceive the letter or word from different angles, recoding different images of the word or letter in his mind and making it hard to retrieve.

Disorientation can be triggered by overwhelm, particularly with language. If there seems to be too much information, the individual may become disoriented and lose track of what is going on around him.

Another common characteristic of disorientation is that it often throws-off a person’s internal time clock. He or she may start working or talking extremely fast or extremely slowly. A student who loses his focus may find at the end of a 20 minute math period that he has written only one problem. He truly doesn’t know where the time has gone and may be angry at the teacher for not giving the class time to do the assignment.

Strategies For Teaching Attention Focus 
Children and adults with these types of attention focus problems are not in control of their attention and generally do not recognize when they have gotten distracted or disoriented. Many things can be done to help a child to be more successful at paying attention at any one moment. The atmosphere of the Learning Center, when the students work one-to-one in a quiet place is set-up for it. The clinicians can sit close to the students and constantly refocus them. Unfortunately, the “real world” isn’t like that.

To be independent learners, children must also be taught how to attend. The Therapeutic Literacy Center is built on the premise that children and adults with at least average intellectual potential can and should become proficient readers. We believe that about attention focus also. Children and adults CAN learn to be in control of their own attention.

There are several different techniques that can be employed to facilitate attention control, including Edu-K, Orientation Counseling, and floor balance and balance beam work. While most of these strategies require training to use them properly, there are some basic steps critical to any attention focus training.

First, the individual must learn to recognize what it feels like to be “on” (focused) and “off” (unfocused).

Have the student walk forward and backward on a line on the floor, keeping his eyes focused on a spot on the wall. Or have the student toss and catch a beanbag, keeping his eyes on the beanbag as it goes up and down.

Guide the student verbally using a slow, soft voice. The key is for the student to be able to wok on the line or toss the beanbag with slow, controlled movements. As the student gains control of his balance and movements, he is also increasing his attention control. Through questioning, help him to think about what it feels like to be focused. Help him “remember” this feeling so that he can transfer it to homework, schoolwork, etc.

Second, guide the student in recognizing what happens, what he does, when is “off” or loses his focus (eyes defocus, turns pale, looks around, starts talking or writing at warp speed, stumbles over words, slows/slurs his speech, etc.).

Third, the student and teacher or parent must recognize what triggered the confusion or loss of focus. The confusion must be eliminated or the confusing pieces (such as letters or words) must be mastered.

And finally, the student must have a strategy for getting back “on.” This can often be done by applying the same techniques that were used in step one.

Permission to Pay Attention
Individuals sometimes need to be taught to give themselves permission to refocus their attention. For example, one of our students became very distracted by the sound of a metronome in an adjacent room. His session was totally disrupted because he could not stop listening to it.

However, after exploring what the noise was, and practicing giving himself permission to stop listening to it, he was able, on several later occasions to say, “Oh, I know what the clicking noise is. I don’t have to listen to that anymore” and return to his task. Students can learn to give themselves permission to quit paying attention to classroom distractions such as the pencil sharpener, in this way also.

Programs and References for Attention Focus Techniques 
Davis. R. Davis Orientation Master Training (Inservice Training services) Burlingame, CA: Reading Research Council. (1799 Old Bayshore Highway, Suite 248, Burlingame, CA 94010 Dennison, P. and Dennison, G. (1989) Brain Gym: Teacher’s Edition. (Manual to explain, instruct, and facilitate movement activities for whole brain learning (Glendale, CA: Edu-Kinesthetics, Inc. (P.O. Box 5002, Glendale, CA 91201) Smith, J.M. (1991) You Don’t Have To Be Dyslexic. Sacramento, CA: Learning Time Publications (4436 Engle Road, Sacramento, CA)