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Updated: Mar 1, 2026

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention
Published on: December 15, 2023
A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance
Ashley F McDermott1, Maya Rose1, Troy Norris1
1Atentiv LLC, Waltham, MA, USA.
Abstract:
Objective: This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance. Method: This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training. Results: Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later. Conclusion: The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance.
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