It is not for us to make children learn how we teach but for us to teach how they learn – "Gary Reid"

ADD/ADHD/Cognitive Program

What is ADHD?

ADHD is a condition of the brain that affects a person’s ability to pay attention. It is most common in school-age children.

What are some signs or symptoms of ADHD?

ADHD is a chronic disorder, meaning that it affects an individual throughout life. The symptoms are also pervasive, meaning they occur in multiple settings, rather than just one.

Current research supports the idea of two distinct characteristics of ADHD, inattention and/or hyperactivity-impulsivity. A child with these characteristics typically demonstrates the following signs:


  • Has difficulty concentrating
  • Has unrelated thoughts
  • Has problems focusing and sustaining attention
  • Appears to not be listening
  • Performance depends on task
  • May have better attention to enjoyed activities
  • Has difficulty planning, organizing, and completing tasks on time
  • Has problems learning new things
  • Demonstrates poor self-regulation of behavior, that is, he or she has difficulty monitoring and modifying behavior to fit different situations and settings


  • Seems unable to sit still (e.g., squirming in his/her seat, roaming around the room, tapping pencil, wiggling feet, and touching everything)
  • Appears restless and fidgety
  • May bounce from one activity to the next
  •  Often tries to do more than one thing at once


  • Difficulty thinking before acting (e.g., hitting a classmate when he/she is upset or frustrated)
  • Problems waiting his/her turn, such as when playing a game

How is ADHD diagnosed? 

ADHD is diagnosed by the child’s doctor, with input from the family and other professionals. These professionals include the following:

  • speech-language pathologists (SLPs)
  • regular, special education, and resource teachers
  • nurses
  • psychologists
  • employers (when applicable)

Assessments by the SLP may include some or all of the following:

  • Observing the interactions with peers and authority figures in the classroom/work setting and during formal testing
  • Observing conversation with parents and other family members
  • Interviewing parents/caregivers about speech and language development
  • Interviewing the child to evaluate self-awareness of needs and difficulties, as age appropriate
  • Formally evaluating speech and language skills, such as fluency (whether or not child stutters), speech articulation (pronunciation and clarity of speech), understanding and use of grammar (syntax), understanding and use of vocabulary (semantics ), awareness of speech sounds (phonemic awareness)
  • Evaluating the ability to explain or retell a story, centering on a topic and chaining a sequence of events together
  • Assessing social communication skills (pragmatic language)
  • Discussing stories and the points of view of various characters
  • Assessing the ability to plan, organize, and attend to details


What speech and language treatments are available for people with ADHD? 

Specific speech and language patterns vary from child to child with ADHD. For example, some children with ADHD also have learning disabilities that affect their speech and language. Evaluation of each child’s individual speech and language ability is critical to developing an appropriate treatment plan.

Speech and language intervention for the person with ADHD is always individualized, as each person has different needs.

  • A physician will work with the family and student to prescribe medication, if needed, to help with attention. If medication is prescribed, the SLP will work with other educational professionals to observe the student’s pre- and post-medication behavior. As part of the educational team, the SLP will communicate with the family and physician regarding any post-medication behavioral changes. Is the student drowsy? Is sustained attention better/worse? How long does it take for the medication to take effect? The physician will use these observations to adjust dosage, the time medications are administered, and which medication is used.
  • The SLP, along with other team members, will work with the teacher to change the classroom environment as needed (e.g., sitting the student in the front of the classroom, having the student repeat directions before following them, using checklists and other visual organizers to help with planning and follow-through).
  • Speech-language treatment will focus on individualized language goals, such as teaching better communication in specific social situations, and study skills (planning/organizing/attention to detail). Again, language goals will differ depending on the needs of the individual student.



What causes ADHD?

In most cases, the cause of ADHD is unknown. The most likely cause of ADHD appears to be genetics. Many children with ADHD have a family history of the disorder or behaviors associated with ADHD.

How can Perfect Therapy 4 Kidz help my child with ADD/ADHD?

Our Revolutionary Training Software System to Help with Brain Training and Attention Learning!


Allow you to train your brain to gain focus, improve concentration, and pay attention.

Who will benefit from this program?

Individuals with ADD/ADHD, Attention Deficit, Anxiety, Active and Short Term Memory, Hyperactivity, Reading Comprehension, Learning Disabilities, Stress, Pain, Phobias, Peak Performance, Autism, Aspergers, and Depression.


Potential Clients (Children and Adult Populations):

  • Individuals with ADHD
  • Individuals with Autism
  • Individuals with Aspergers
  • Individuals with Tramatic Brain Injury
  • Individuals wanting peak performance training (Athletes)
  • Cognitive Training for aging population (Sharping skills)


How Play Attention Different from traditional Tutoring?

Students with attention problems need more than academic tutoring.

We specialize in tutoring for attention problems, which is the finishing touch for academic tutoring. We are providing far greater solutions and answers to their problems because we are covering a wide variety of cognitive skill sets, behavior shaping, and significant attention trending. Play Attention is the only system available that offers feedback technology Integrated with cognitive skill training and behavior shaping.

Comorbitity exist with many individuals with attention difficulties. For example, a child may have dyslexia and attention problems and have gone through a great program for dyslexia but did not get the desired result because that individual also has an attention deficit.  In order for an individual to be successful in that program attention must be brought up to where it needs to be so they can benefit from the teaching method.


How it works?

Through the use of a dynamic integrated learning system built on NASA-proven technology (the same feedback science and technology perfected for NASA astronauts and US Air Force pilots use to stay attentive in the cockpit) you can overcome attention, concentration and focus issues.

1. The system begins with a sensor-lined helmet that resembles one used for bicycling. The sensors monitor the user’s attentive state and cognitive, or thinking process, which is fed into a small interface system that attaches to your computer.

2. Users complete a series of video game-like exercises that are controlled only by the user’s mind alone. They can see and hear real-time feedback of how they’re progressing in focusing, finishing tasks, increasing memory, and filtering out distractions. This is called Edufeedback.

3. Feedback is continuous and immediate. Often, within a short time, behavior can be modified to reduce or eliminate calling out, fidgeting, impulsivity and so on, while improving time-on-task, focus, comprehension and more.

By working toward being in a relaxed, attentive state, the user moves and controls a series of characters and objects to improve:

  • Ability to stay focused for longer periods of time.
  • Better focus on a topic or subject, such as a teacher or someone talking to you. Visual Tracking is the ability to follow a moving object with focused attention.
  • Better comprehension and concentration, this is the ability to start and complete an assignment within a given amount of time.
  • Multi-tasking skills and assists in teaching the user to follow multiple step directions.
  • The effects of distraction at home, school, and the workplace.
  • Spatial memory and short-term memory.
  • Ability to recognize gestures and refine your movement.
  • Ability to retain and manipulate information needed to do complex tasks such as reasoning, comprehension and learning.
  • Ability to sequence auditory and visual strings of information.
  • Ability to recognize and respond to social expressions.

Bring your life into focus.

The sensors in the arm band or helmet monitor the functions related to focus and attentiveness, so the user can see in real time how they are progressing. If he begins to fidget or lose focus, it is immediately detected and alters the results of the games.

Professional athletes, artists and musicians aren’t born. They must practice their craft until they reach a level that is constant and consistent. The Play Attention Learning System encourages practice of key cognitive and attention skills that, in a relatively short amount of time, retrains the brain how to think more clearly, more attentively and with more focus.


Side Effects

The are no known side effects to the treatment. Each person may react differently. Some irritability may occur as improvement is taking place; however, this is not the norm.



  • The total treatment consists of:
  • Initial Evaluation
  • 30 weeks of training (40 min. 2x a week)
  • Final Evaluation

Rigorous compliance with this daily training is essential to receiving maximum benefit from the program.

Download our Cognitive Program Flyer - Cognitive Program