Before addressing Yara’s executive functioning behaviors, attention, processing speed, and visualization to improve her spelling and nonverbal learning in the classroom were the first focus. Metronome training was effective with Yara and it allowed us to work through tics and behaviors she engaged in when rushed. At first, Yara panicked over small mistakes and sabotaged her own effort. Modifications and behavioral measures were put in place to allow Yara to gauge her own performance, which allowed her perspective on her minor mistakes and improved her ability to work through tasks. In time, Yara internalized that when she struggled or made mistakes, it just meant this was where she needed to be to learn.

Yara’s attention improved along with her visualization. Naturally creative, Yara took quickly to visualization techniques and began applying them outside sessions without prompting from her trainer. Eventually, this improved Yara’s ability to process information quickly, both verbally and nonverbally. As she improved her visualization, this was applied to improve her spelling ability as well as following multi-step directions. Several exercises were customized to leverage Yara’s improvement in visualization in order to target these other stills. Visualization was also leveraged in addressing executive functioning through a variety of activities that required she reorder her thoughts and actions.

After only a few weeks working together, Yara’s motivation and confidence had significantly improved. She was happy to be applying techniques, primarily association, to her vocabulary and social studies homework. In addressing executive functioning habits, Yara was provided with tools to help her schedule her study time and maximize her efficiency. This was first done in session with hypothetical situations as well as material provided by teachers.