Children: ADHD
Children with ADHD Support Program
Program Vision
The Children’s ADHD Support Program is an empowering, structured, and strengths-based developmental pathway designed specifically for children with Attention-Deficit/Hyperactivity Disorder (ADHD). Grounded in evidence-based occupational therapy (OT) principles and strengthened by innovative cognitive tools, the program supports attention, emotional regulation, impulse control, working memory, planning, and self-management. At its core, the program celebrates children’s creativity, energy, and individuality—offering pathways that transform their potential into confidence and success. The vision is simple yet profound: to equip every child with the emotional intelligence and social confidence they need to thrive—at school, at home, and in the world.
Program Overview
ADHD presents differently in every child. Some struggle primarily with inattention, others with impulsivity or hyperactivity, and many with a combination of all three. This program recognises the diversity within ADHD and provides a structured yet flexible approach that supports each child's profile. Through visual scaffolding, multi-sensory learning, structured routines, and explicit executive-function coaching, the program nurtures core developmental areas: sustained attention, working memory, emotional control, time management, organisation, and goal-directed behaviour. The approach is holistic, child-centred, and designed to help children feel capable, understood, and motivated to grow.
Activities strengthen a child’s ability to focus, shift attention, and maintain engagement through gradually increasing cognitive load. Children learn how to manage distractions and build mental endurance in a supportive, structured environment.
Using OT strategies, visual cueing, and scaffolded practice, children develop:
These skills support both academic and daily living tasks.
Children learn to recognise internal states, apply calming strategies, and practise impulse control using role-play, visual supports, and short, consistent routines.
Children are guided through structured behaviour supports such as:
Because ADHD brains learn best through movement, the program includes:
These help improve alertness, regulation, and readiness for learning.
Children thrive with clear expectations and predictable routines. Activities are structured using:
This reduces overwhelm and supports cognitive organisation.
Cognitive Tools Integrated into the Program
To complement these occupational therapy practices, we have developed and curated a suite of cognitive tools that strengthen attention, working memory, planning, emotional self-awareness, and flexibility. These include:
Children with ADHD often face cognitive and behavioural challenges that impact learning, emotional well-being, and everyday functioning. What sets our program apart is how intentionally we respond to these challenges using developmentally informed strategies and technology-supported tools. The program is designed to make growth structured, motivating, and transferable across home, school, and therapy environments.
Many children struggle to sustain attention, filter distractions, manage divided attention, or shift between tasks.
Our Difference:
We build attention like a muscle.
Through graded tasks, gamified focus training, and visual cueing, children practise:
Interactive tasks on our platform strengthen neural pathways for attention control in short, achievable bursts.
Children with ADHD often have difficulty planning tasks, remembering instructions, organising materials, and completing sequences.
We provide:
These tools strengthen the mental processes needed for academic success and independent daily functioning.
Children may react quickly, struggle to pause before acting, or have difficulty managing frustration.
Using elements from the Zones of Regulation, mindfulness, and OT sensory strategies, we teach children:
Visual and auditory prompts help children regulate in real time.
ADHD brains often struggle to start tasks, especially those perceived as boring or difficult.
We use:
These increase dopamine engagement, making tasks feel attainable and motivating.
Children may find it hard to estimate time, move from one activity to another, or complete tasks within a time frame.
Our Difference
