What tests are available?
If there is a long-term limitation of the concentration, it is advisable to clarify it. This is because the lack of concentration must first be precisely defined before it can be treated. Various tests are available to test the ability to concentrate and attention span, depending on the age and appearance of the disorder.
These can be found as self-tests on the Internet, although the seriousness and quality varies considerably depending on the provider. The doctor can also carry out standardized tests with the patient. These include tests of hearing, vision and general understanding.
For children, for example, there is the “TPK”, the “Test Series for Testing Concentration Ability”, which determines concentration in a school context. Adults are usually tested in a more varied way, e.g. with arithmetic tasks, tests of attention, tests of memory, logical combination tasks. In this way, the extent and range of the lack of concentration can be narrowed down.
In addition, a thorough general examination is necessary to rule out physical causes. Therapies in the area of learning problems – whether in the therapy of dyslexia, reading and spelling difficulties, dyscalculia or even ADSADHD always have one thing in common: they have to be individually tailored to the child and the respective situation. With regard to the therapeutic measures in the area of lack of concentration, it is particularly important to first of all identify situations in which the lack of concentration appears, or to identify triggering moments that trigger the lack of concentration or lack of attention.
This can often prove to be difficult and often it is also a combination of phenomena that can be the trigger. The problem of filtering stimuli in terms of their importance is only one of many possibilities that must be considered. In addition to a variety of therapeutic measures, which will be listed separately, see Therapy of the lack of concentration, measures that can be taken at home and are to be understood as accompanying measures and support during more profound therapies should be mentioned here.
According to the multitude of causes that can have a triggering effect, it is also possible to react in the home environment. You should always remember that a child learns well and gladly by example. Be a role model yourself and make sure that all those involved in the relationship act in an exemplary manner and not only respect the rules that have been established, but also observe them.
If possible, set goals together and make sure that it is possible for your child to achieve these goals. In particular, do not make too high or too low demands on the child at the beginning. Goals must be challenging.
It must be worthwhile to achieve a set goal. This implies pride, self-confidence and the desire to achieve even more. An unattainable goal does not arouse ambition, causes frustration and makes the mind focus on other things.
However, avoid underchallenge, because also remember: You can learn a lot, but not force anything! To improve an existing concentration disorder, concentration games are particularly advisable. For this purpose, we have developed a game in cooperation with a game manufacturer, which can playfully promote concentration. Through the combination of concentration and games, different goals can be reached very well. We place particular emphasis on the high quality and workmanship of this game.
