Module of the Attention Training Programme: HAMDA

Considering different facets of attention, a series of paper-pencil tasks were compiled to

to enhance the participant’s abilities:
 To increase the span of attention
 To be able to sustain on a task
 To stay on task even when distraction is present.
 To attend to and handle two or more tasks at one time.
 Required for handling tasks quickly as well as handling complex tasks.

The tasks spanned a total of 12 weeks. Participants had one session per week with the
therapist, in which specific paper-pencil tasks were explained and practiced. The tasks were
also explained to parents in the session and participants practiced the tasks on provided
proforma’s daily at home. The practice at home was monitored by parents for recording time
and regularity. The practiced proforma at home formed the basis for subsequent tasks and
setting of its difficulty level. The paper pencils tasks and similar activities were also given as
homework assignments to participant subjects.

Tasks included
Considering the objectives, the following drill and practice strategies were used in the
training. Each task was initially demonstrated for participants to practice.

Connecting Dots:
Dots printed in random order on a plain sheet were presented to participants with the task
of connecting all of them as fast as possible. The time taken was noted to compare with the
next trials for improvement. The number of dots was increased gradually with successive
trials.

Number & Letter Cancellation:

Participants were given sheets with numbers and letters printed in random order, with the
task of locating and striking off specific numbers/letters in increasing complexity. The
cancellation tasks were in three modes:
 specific number only
 specific letter only
 Specific number and letter in combination.

The task was initially kept simple by keeping the target of one particular number/letter to be
canceled and gradually increased up to five numbers/ letters in successive trials. The array of
numbers/ letters also increased from the initial 8x8 to 20x20.

Homework practice was also assigned, even using newspaper columns. Improvement was
assessed by gradually decreasing the time limit. The letter/ number cancellation task is an
established measure of sustained attention as well as motor skills.
Letter Number sequencing:
This task was similar to the first task of connecting dots but with a difference of dots
replaced by numbers (1 - 25) and letters (A – Z), and the task of joining these letters and
numbers in sequence in minimum time.

Letter Number and Letter-symbol substitution:

Participants were presented with a list of random letters. Each letter had a preset substitute
number printed on top of the sheet. The task was to substitute the letters with their
respective
numbers in minimum time. The trial was further repeated with letters to be
substituted by symbols.

Identifying repeated Designs/letters/numbers:

The task was to identify the repeating in a given series. The task was given in three modes.

 Designs: Participants were given a series of similar-looking designs placed in rows of

6 and gradually progressed to 8 designs. Repeating design was required to strike off
in minimum time. The complexity of designs too progressed from gross to minute
difference.
 Letter: A list of letters in rows was presented, with the task of striking off the
repeating letter. The complexity of the task increased by increasing the number of
alphabets.
 Numbers: A list of numbers was presented, with the task of striking off the repeating
number. The complexity of the task increased by increasing the number of digits
from single to three digits. Trials were initially taken without time limit, then within
the time limit.

Position Coding:
The participant was presented with a list of 10 meaningful words. The task included
replacing each letter of the word with its respective position in the alphabet series. (For e.g.,
for the word CAT, the correct code would be 3-1-20, where 3, 1, and 20 represent the
position of C, A, and T in the alphabet series. The complexity of the task increased starting
from 3-lettered to 5-lettered words.

Homework assignment was integral to this training and training procedures were designed
with simple tasks gradually increasing in difficulty level keeping in mind the individual
capabilities of the participants.