Greater focus means less failure, less frustration, and more trust – both in the relationship with the caregiver and in one's own self-esteem. With clear routines, small successes, and loving support, the ability to concentrate grows, as does the satisfaction of solving tasks together, and the perception of oneself as competent. In short: more focus, more closeness, more self-confidence.
Practice concentration
Utilize individual strengths and tailor tasks accordingly. Build trust with calm, patience, and loving support.
Clear rituals and achievable goals provide orientation. Positive feedback celebrates every step forward; setbacks are met with no frustration. Relaxation and regulatory elements are integrated to clear the mind.
Routine Plus: Consolidate, repeat, master
Increase learning motivation
Set clear, small, and achievable goals – every success counts. Implement positive feedback loops: praise progress instead of criticizing mistakes. Demonstrate the relevance of learning: explain why it's important, with real-world connections. Use reward systems effectively.
Reward instead of pressure: Pure motivation
Learn correctly and more easily
Brain-friendly learning methods – small, quick successes. Increase motivation with positive reinforcement instead of pressure. Implement learning rhythms, create meaning, strengthen self-efficacy.
Sparking memorable moments: Learn faster, remember longer
Impulse and behavior control
Recognizing impulses: What excites the child? Observe cues for breaks instead of letting outbursts occur. Self-regulation through playful exercises. Positive reinforcement instead of punishment. Use reward systems effectively, without pressure. Strengthening personal responsibility: Encourage independent planning and reflection.
Co-trainer parents: learning together is stronger
The activation level
The activation level refers to the degree of mental or physical stimulation a person experiences. It can be influenced by various factors such as excitement, interest, or stress, but also by a lack of neurotransmitters in the brain.
For moderately difficult and difficult tasks, a person's learning and performance capacity is highest at a moderate level of activation. Both very low and very high activation levels impair these abilities.
Even under normal conditions, individuals with ADHD have a reduced level of arousal. If a task becomes more difficult or less interesting, they lower their arousal even further. The more under-activated they are, the less focused they are, the slower they work, and the worse their comprehension. In this state, both the storage of new learning content and the retrieval of information from short-term or long-term memory are blocked.
Learning and performance ability
Learning ability refers to a person's capacity to understand, retain, and apply new information. Individuals with high learning ability can process information effectively, recognize connections, and expand their knowledge.
Performance capacity refers to an individual's ability to complete a specific task effectively and efficiently. It is an important factor for success and productivity in various areas of life.
The development of learning and performance disorders
Due to the lowered activation level, individuals with ADHD lose the ability to access their intelligence and attention span. This leads to learning and performance difficulties because they develop the overarching goal of "avoiding learning." Furthermore, those affected can easily become resistant and engage in power struggles. This, in turn, leads to their caregiver becoming less warm or patient and using punitive relational signals. As a consequence, the individual experiences negative feelings, their self-esteem is diminished, and their activation level is lowered again. Those affected find themselves in a downward spiral from which they can hardly escape on their own.
Both abilities can be trained! Considered separately, they do not allow for any conclusions to be drawn about the child's true intelligence.
Automation
At the beginning of a learning process, the brain, due to its still-less efficient organization, has to execute individual processing steps one after the other. Over the course of a deep learning process, it achieves parallel processing through comprehensive reorganization.
As soon as parallel processing is possible, we speak of automatic or automated behavior.
For a behavior to become automated, a stimulus would always have to be met with the same response, and this response would have to be repeated multiple times. Because individuals with ADHD constantly adjust their behavior in learning situations, (positive) automation does not occur in many areas; instead, they tend to automate less desirable behaviors.
However, the more automated something is, the less effort and attention is required to complete the task.
People with ADHD, due to learning and performance difficulties, avoid necessary task repetition and intensive engagement with uninteresting but important topics. Over time, this leads to negative feelings, learning gaps, a negative self-image, less supportive relationships, and failure.
Automation would eliminate such disadvantages.
The emotional world of ADHD
At the beginning of a learning process, the brain, due to its still-less efficient organization, has to execute individual processing steps one after the other. Over the course of a deep learning process, it achieves parallel processing through comprehensive reorganization.
As soon as parallel processing is possible, we speak of automatic or automated behavior.
For a behavior to become automated, a stimulus would always have to be met with the same response, and this response would have to be repeated multiple times. Because individuals with ADHD constantly adjust their behavior in learning situations, (positive) automation does not occur in many areas; instead, they tend to automate less desirable behaviors.
However, the more automated something is, the less effort and attention is required to complete the task.
People with ADHD, due to learning and performance difficulties, avoid necessary task repetition and intensive engagement with uninteresting but important topics. Over time, this leads to negative feelings, learning gaps, a negative self-image, less supportive relationships, and failure.
Automation would eliminate such disadvantages.
For greater learning success and less resistance
For greater cohesion
and loving communication
For greater satisfaction
and a strengthened
self-esteem