Cognitive & Processing Interventions | Cognitive & Academic Assessments | One on One Interventions
Attention Deficits and Poor Executive Function
It’s not clear exactly how many people in the United States have ADHD. But estimates are between 5 and 11 percent.
People with ADHD have trouble with a group of key skills known as executive function. And that creates challenges in many areas of life, from school to work to everyday living. For example, people with ADHD often struggle to get organized, follow directions, and manage their emotions.
Here are some of the skills kids with poor executive function may struggle with:
Holding on to information (working memory)
Understanding different points of view (flexible thinking)
Thinking before they act or speak (self-control)
Organizing, planning, and prioritizing
Starting tasks and staying focused on them until they’re done
Regulating their emotions
Keeping track of what they’re doing (self-monitoring)
Part of executive function is how fast you process information. Some kids have slower processing speed, which means they need more time to take in and respond to information.
See more at Understood.org and
Understanding and Solving Learning Difficulties
You would not want to build a 10-story building on a foundation for a single story home. It is equally difficult to develop a solid learning system when something in the foundation is weak. During each phase of our programs, from the assessment to completion, we make sure that the foundation for the skill is developed to an appropriate level. When tutoring, extra practice and other school-based interventions do not solve the problems; there is something in the continuum interfering. Contact Keeping Pace Learning Center & Reading Clinic to learn more about our learning center and schedule a phone consultation. Ask about our parent information nights.
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Individualized Attention for Each Student
As you study the continuum you will notice that there is an overlap among segments. In addition, within each segment, there are higher and lower skills. In order for a student to make and sustain progress, we start working on the highest level they can handle and still benefit from.
However, without careful attention to the underlying skills that need to be addressed, students will not progress. That is why the tutoring, after-school programs and endless hours of homework have not helped solve the learning problems. Some underlying skills are so underdeveloped that the student cannot learn easily and efficiently so they can hold on to the new information.
When children are struggling, it is so tempting to attack the academic areas where grades are poor. Not all students need to start at the bottom of the continuum. However, it is very important to recognize that success at the higher levels is supported by stronger skills at the lower level of the continuum.
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