Imagine that you are a student whose mind has suddenly started working much faster. At first, it would seem like a blessing. You would be able think about several things at once, or look at single problems from a multitude of perspectives before others had even fully considered one perspective.
But you would soon realize the drawbacks. Your mind is working ten times faster than before. That means a one hour class seems like a ten hour class. You begin each class trying to learn what the teacher is teaching. But it is just moving so incredibly slow. You start to notice other things in the room, and become increasingly aware of details that others miss. While the rest of your class hears only the teacher’s slow motion speech about multiplying fractions, you hear the lecture, keep track of the soccer game outside, stay aware of every subtle social interaction in the room, notice the pattern of sounds generated by the heating system, hear bits and pieces of the class next door, draw a sketch of your teacher, and replay a television show in your head.
Suddenly the teacher asks you remember what she just said. You have no idea. Thirty seconds have passed for the rest of the class, but twenty minutes have passed for you. The teacher accuses you of daydreaming and thinking about other things. You cannot deny the charge. The teacher accuses you of lacking focus, and again, she is right. She, and even your parents, are starting to think that you are stupid. But if anything, it is just the opposite. Your mind is working faster. You are thinking about more things than your classmates. How is that stupid?
AVE’s approach to ADHD
The student in the above hypothetical example did not really seem to have any cognitive defects. If anything, he seemed to have a gift, albeit one that he was not able to use particularly effectively. Unfortunately, that gift, which the student had not yet learned to use, would eventually lead the student down the academic downslide associated with ADHD.
Concentrating on anything uninteresting for an extended period of time can cause a certain amount of mental discomfort. The longer you need to concentrate, the harder it is. For example, concentrating on a tax manual for ten hours is harder than concentrating on one for ten seconds.
Everyone has a certain amount of tolerance for the discomfort associated with concentration. Some people are able to concentrate for several hours with ease, while others can only concentrate for a few minutes.
The aforementioned ADHD student’s mind was working much faster than his peers. That means to concentrate for one hour, he needs a tolerance level equivalent to what would allow a normal student to concentrate for ten hours. In other words, it is just as hard as for the ADHD student to concentrate for one hour as it is for a normal student to concentrate for ten hours. Particularly for a young student, that level of ability is rare.
Obviously, an ADHD student who could develop that ability would be an incredible force to be reckoned with. If he could develop the ability to focus his concentration, the sheer speed of his mental processing would leave his peers in the dust. If he could focus his awareness on a single math problem, for example, he would be able to simultaneously analyze it from a multitude of angles, and become rapidly aware of connections that other would discover only after several hours or days. If he could apply this ability to language processing, he would be able to analyze language with uncanny precision, aware of not only the grammatical structure and the vocabulary, but such subtle details as the etymological roots of every word, subtle patterns and references in the language, etc. Such a student, with the ability and confidence to use his gift, would hardly be seen as stupid. In fact, many might even consider him to be a genius. And, as he further tapped into those abilities, he might be able to do some fairly impressive things. (Just for the sake of example, he may do unusually well on his standardized tests, develop a revolutionary approach to speed reading, or, hypothetically, found a company with a completely groundbreaking approach to education.)
AVE’s groundbreaking approach to ADHD helps students learn to use their potential ability. The approach systematically builds the student’s ability to concentrate to the unusually high levels required for effective use of the ADHD gift. At the same time, the approach shows students how to consider math problems and written language from multiple perspectives, a powerful ability that is unique to the ADHD style of information processing.
With the right training and practice, ADHD gives the student a chance to attain a rare level of excellence. For more information about AVE’s ADHD training program, or to schedule a free initial consultation, please call 301-320-3634.
Fees: $200/hour. Initial Consultation: Free
For more information or to schedule a free initial consultation, please call 301-320-3634.
You may also want to consider: The Equation for Excellence