Many children have difficulty concentrating from time to time. This becomes a problem when lack of concentration happens more often than not, and impacts on school work or the child’s ability to complete tasks.

Difficulty concentrating can be linked to ADHD or attachment difficulties. We offer several services tailored to these conditions and you can find information about these services by visiting the pages about these conditions. If your child has difficulty concentrating in isolation we can provide an assessment or advice on techniques that can be used at home or in school to boost concentration.

Therapy Options

Contact us for a discussion and initial consultation to discuss options.


Articles and Research

Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD
Kevin S. Sutherland, Joseph H. Wehby, Susan R. Copeland

The study examined (a) the effect of an observation-feedback intervention on the rate of a teacher's behaviour-specific praise of students with emotional and behavioural disorders (EBD) and (b) the effect of increased rates of a teacher's behaviour-specific praise on the on-task behaviour of a class of students with EBD. The rate of the teacher's behaviour-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behaviour increased when the teacher's behaviour-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.


Self-monitoring of attentional behaviour versus self-monitoring of productivity: effects on on-task behaviour and academic response rate.
Karen R. Harris. Journal of Applied Behaviour Analysis

The differential effects of self-monitoring of attentional behaviour and self-monitoring of productivity on on-task behaviour and academic response rate. Results indicated relatively equivalent increases in on-task behaviour over baseline during all treatment phases. Academic response rate also improved under both interventions.