Impact of Attention Training on School Children with Attentional Deficiencies

Abstract

This study examines the impact of attention training on school children with attentional deficiencies. The study involves sixty children, aged 6-12, selected through a purposive sampling technique from a school in Patiala, India. They were assigned to either the intervention (n=30) or control group (n=30). The intervention group was given attention training for 1 month. The attention module from Brainwave-R: Cognitive strategies and techniques for brain injury rehabilitation were used for the intervention. Pre and post-assessments were conducted using the Digit Vigilance Test, the Triad Test and brief impairment scale to measure errors, time taken and functional impairment respectively. Results indicated post-intervention, the intervention group exhibited remarkable improvements in the tests, showing a significant reduction in errors and time taken and improvements in interpersonal relationship, school functioning as well as self care compared to the control group. The Independent t-test revealed significant differences between the groups' pre-post changes in the tests and Paired t-test revealed within group differences before and after the intervention. The findings suggest that attention training has a substantial positive impact on enhancing sustained and divided attention as well as functional impairments in children with Attentional deficiencies.