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How Others See It

Inattentive: easily distracted; unable to finish tasks; unable to keep focused for long periods of time.

Impulsive: organizational issues; acting before thinking; darting back and forth from one task to another.

Hyperactive: excessive running, spinning or climbing; unable to sit still without fidgeting.

How We See It

Bright, intelligent, people who are curious about life and their environment--always on the hunt for new ideas and information! Have the ability to disorient easily in order to keep them self amused.




Shows itself as being unable to finish tasks – yet the root of the problem is an inadequate understanding of the concepts of consequence, time, sequence and order.

  • Easily distracted because they are constantly intrigued by anything new entering their field of view. Their ability to focus for a long period of time is not an issue as long as they are interested (have you seen how long they can play a video game for?!) So really it’s not a lack of attention as much as it’s ‘too much attention!”



Presents as acting before thinking – don’t care if they hurt others feelings. Could not be further from the truth! In fact they are often kind, caring and more empathetic than their peers. Rather their lack of understand ‘consequence’ prohibits them from seeing the whole picture while in their disoriented state.

  • Difficulty in taking turns is rooted in their lack of understanding with ‘time, sequence and order’

  • Organizational issues are rooted in a lack of understanding sequence and order.




Seems as though the person is unable to be calm. When they are disoriented, their internal timing races fast. Their body in turn reacts to balance the unstable feeling. By showing them a visual tool in their mind as a point of reference they are then able to ‘lower their energy dial’ to a level that is appropriate for the desired task.

With the use of creating clay models to master the Life Concepts of: self, change, consequence (before, after, cause and effect), time, sequence, disorder/order, the individual quickly sees their environment from a new perspective. Through re-enactments of various scenarios with clay, the client is further able to understand their surrounding environment.

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A Particular Case:


Maureen once worked with a young client who kept being sent to the principal’s office and insisted that he really didn’t know why he was being sent there. He created a clay re-enactment of what he believed had happened. 

From his retelling:

The teacher was teaching a new math lesson. She explained it on the board and he got it. Then she went “on and on and on re explaining it ten more times!” (Perhaps a slight exaggeration regarding the number of times?) So Maureen asked, "Do you think she was continuing to explain to ensure everyone in the class understood the new concept? He agreed it was possible.


Now, he has learned from the past that he shouldn’t shout out “Ok, already, we get it!” (which is what he really wanted to do). So instead he decided to play a little war game in his desk: "Pencils against the Markers!" That way he felt it wouldn’t be bothering anyone else either. But then in the middle of his war game, as he was minding his own business, he heard the teacher shout out his name and demand he go straight to the office - immediately!! Not wanting to cause any further upset he headed to the office. There he was asked, "Why are you here?" To which he honestly replied, “I don’t know, she just started yelling at me again!”


Maureen then asked him to show her exactly how the war of the Pencils and Markers happened.

He then showed the whole scene with excitement! Full force with sound effects: missiles launched, bombs exploding, so loudly Spielberg would have been impressed!

Maureen then stopped him and asked if he thought the explosions and other sound effects might have caused any disturbance in the classroom. He was silent. Thinking intently for a moment, till a realization spread across his face. "Ohhhhhh!!!", he said, “it was the noise that was bothering her!? Why didn’t she just say so?"


From the young boys perspective he was not only convinced he had done nothing wrong, he truly believed he had made many attempts to be on his best behaviour. The clay models provided him the 3D visual that worked with his style of thinking to clearly see, understand and acknowledge what had actually happened from a full perspective.

“If you eliminate the reason a problem exists, the problem will cease to exist” - Ron Davis

Professional services described as Davis™, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Math Mastery® may only be provided by persons who are employed by a licensed Davis Specialist, or who are trained and licensed as Davis Facilitators by Davis Dyslexia Association International.

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