Centre for Occupational Therapy, Marc Pfeiffenberger, Elmshorn

'Learning to Learn' based on the IntraActPlus Concept

In many cases, children with perception deficits, attention deficit disorders (ADD / ADHD), concentration deficits or other developmental disorders are also affected in their learning behaviour. Based on the latest findings in fundamental research in psychology and biologically predetermined laws of learning, the IntraActPlus concept offers a range of targeted and established aids.

Why and how

An important prerequisite of effective long-term learning is good 'personal steering' skills, i.e. the ability to exercise inner control. Personal steering means that a child is capable of mustering a sufficient level of self-control to motivate itself, to be pleased with its achievements, to make an effort and to resist the urge of giving up when faced with difficulties. Good personal steering abilities are learnable, but require the prior establishment of good external control. To achieve this, therapists motivate the child or adolescent by means of certain therapeutic interventions before its attachment figures, e.g. parents, teachers etc, are given instructions to implement the overall therapy concept in everyday learning.

Automation

One of the bedrocks of effective learning is the principle of automation. It has a large number of tangible benefits, including:

• high processing speed

• accuracy

• the sensation of effortlessness

• high resilience in test and stress situations

The principle of automation

When assimilating new learning content the new information is first stored in the so-called short-term memory. Yet this information quickly dwindles away since any newly added learning content is superimposed on previously added information. A long-term storage of information, however, can only be achieved when new learning content is stored in the long-term memory. This means that new information must be reinforced in the short-term memory for as long as it takes to ensure that it can be retrieved quickly and safely from the long-term memory.

The scientific explanation for this is that certain nerve pathways are induced to grow by repeated impulse stimuli that are conducted via the molecular signalling chains of nerve cells and their connections. To put it more simply, we train our memory by repeatedly treading on those paths in our brain that lead to a specific piece of stored information. The more often we access this information, the stronger the involved connections become. The result is that the nerve pathways react faster and faster when stimulated. This enables us to access information without much thinking and to react quickly and effortlessly in specific situations. In addition, this process saves time and energy as learning content that was automated this way frees resources, makes us more flexible and gives us the opportunity to focus on other things.

Children with school and learning problems usually have great difficulties with automating information. Concentration deficits, attention deficits, fear of failure or aggression prevent a fast and long-term memorising of information. The ability to automate can help to overcome learning and performance deficits as well as behavioural deficits.

Application

• homework training

• general 'learning to learn' training

• learning to read and spell with the IntraActPlus concept

• targeted help with poor arithmetic (dyscalculia)