Transforming Lives Through Neurocognitive Training: Inspiring Success Stories

Neurocognitive training is an innovative approach that helps children with Attention Deficit Hyperactivity Disorder (ADHD) develop and enhance specific cognitive skills.

By focusing on areas such as memory, attention, and executive function, children with ADHD can experience growth in their academic performance, social interactions, and emotional regulation. This blog post will share our client’s stories to illustrate how neurocognitive training can lead to skill improvement and personal growth.

Story 1: Emily’s Path to Better Focus and Organization

Emily, a bright 12-year-old girl, struggled to focus in class and organize her thoughts. Diagnosed with ADHD, she faced challenges following instructions and completing tasks on time. Her parents brought her to the Breakthrough ADHD Center, where she began a personalized neurocognitive training program with targeted Cognitive behavioural therapy.

Her working memory and attention span improved as Emily consistently engaged in the training exercises. She began to develop strategies for organizing her thoughts and managing her time more effectively. With her newfound skills, Emily’s confidence in her abilities grew, and she became more enthusiastic about learning and participating in class.

Story 2: Jack’s Improvement in Social Skills and Emotional Regulation

Jack, a 10-year-old boy with ADHD, found making friends and interacting with his peers challenging. He often acted impulsively, interrupting conversations and struggling to control his emotions. Jack’s parents sought help from the Breakthrough ADHD Center, hoping that neurocognitive training and nutritional therapy could support his social skills and emotional regulation. 

Through targeted interventions, Jack gradually developed better inhibitory control and cognitive flexibility. He became more aware of his behaviour and learned to pause and think before reacting. As a result, Jack started engaging in conversations more respectfully, and his ability to empathize with others improved. Over time, Jack’s social skills continued to grow, helping him build stronger connections with his peers.

Story 3: Sophia’s Journey Towards Better Planning and Time Management

Sophia, a 15-year-old teenager with ADHD, experienced difficulty staying organized and managing her time. She often felt overwhelmed and hesitant to speak up in class or take on new challenges. The Breakthrough ADHD Center introduced Sophia to a neurocognitive training program designed to enhance her executive functions and boost her self-esteem.

Sophia developed better planning and time management skills as she progressed through the training. She learned to break tasks into smaller steps, prioritize effectively, and stay organized. With her newfound abilities, Sophia started to feel more confident in her capacity to manage daily challenges. She actively participated in her school’s debate team, discovering her passion for public speaking and personal growth.

By focusing on each child’s unique needs and challenges, we aim to empower them to reach their full potential and experience personal growth. Our approach combines neurocognitive training with other evidence-based interventions, offering a well-rounded support system for children with ADHD.

References:

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., … & Sonuga-Barke, E. (2015). Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 164-174. https://doi.org/10.1016/j.jaac.2014.12.010

Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., … & Westerberg, H. (2005). Computerized training of working memory in children with ADHD—A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186. https://doi.org/10.1097/00004583-200502000-00010

Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836. https://doi.org/10.1002/acp.1589