To reduce impulsivity and strengthen attention, the metronome was used to modify the rate in which Maggie provided her responses (i.e., following a slow to moderate beat) with tasks. Initially, Maggie had difficulty staying on beat and reducing her pace. When errors were made as it relates to her speed, these errors were used as teaching moments to increase awareness (i.e., What could we do differently to avoid making similar errors? Student: Go slower. Give myself time to think.”).

With progress made in Maggie’s attention, she demonstrated significant improvement in her working memory ability. She is able to hold double the amount of information within a short duration (i.e., shorter viewing time) and manipulate the information with higher accuracy. She initially required modifications (i.e., visual aids) for these tasks but gradually moved away from these aids. Maggie learned strategies that allowed her to create meaning out of non-contextualized information, which served as an aid to storing greater amounts of information.

Another focus of Maggie’s program was executive function (i.e., self-awareness/metacognition, planning and organization). Parent and teachers endorsed difficulties with organization of her school materials and planning for the completion of tasks/assignments. We worked to designate every compartment, location, and section of her backpack, locker, and folder, respectively to specific materials. We utilized schedules and checklists as well as a weekly “check-in” to monitor the consistency in maintaining her materials organized.