Attention
- Sustained Attention
- Selective Attention
- Task Engagement
Turning Assessment DataInto Learning Designed for Each Child
A.B.I.C. is ZENITH Kid's Center's approach to personalized training.
It uses assessment data to set goals, choose activities, adjust the level of challenge, and track how the child responds.
Assessment → Individual Goals → Training → Progress → Adjustment
Individual Cognitive Learning
Why Does "Individual" Matter?
Every child differs in:
So setting activities based on age or diagnosis alone may not be enough.
A.B.I.C. therefore focuses on building an Individual Learning Profile from information specific to each child.
Foundational AbilitiesLearning StyleInterestsMotivationSelf-RegulationLanguageMovementResponse to Stimuli
Data-Informed Training
Training Doesn't Start From "Which Game Is Best?"
It Starts From "What Skill Are We Developing?"
Before choosing an activity, the team must set a clear goal.
For example, if the goal is Working Memory, the activity needs elements that require the child to hold information briefly and then use it.
If the goal is Inhibitory Control, the activity needs to create situations where the child must stop, wait, choose, or resist an automatic response.
If the goal is Cognitive Flexibility, the child needs practice switching rules, changing approaches to a problem, or adapting when the situation changes.
This is the difference between "letting a child play an activity" and "using an activity to train a defined skill."
Cognitive Domains
Memory
- Working Memory
- Holding and retrieving information
Executive Function
- Planning
- Inhibition
- Cognitive Flexibility
- Problem Solving
Language & Communication
- Receptive language
- Expression
- Using language in context
Sensory-Motor
- Sensory Processing
- Motor Planning
- Coordination
- Body Awareness
The goals selected must be based on each child's own assessment.
Adaptive Training
The Right Level of Difficulty Is What Creates Learning
An activity that's too easy may not create enough challenge.
An activity that's too hard may leave the child unable to engage.
The team can therefore adjust:
- Level of difficulty
- Number of steps
- Duration
- Type of stimulus
- Amount of support
- Type of feedback
based on how the child responds.
Learning Through Multiple Modalities
A.B.I.C. can combine several modes of learning according to the goal, including:
Cognitive Training
Play-Based Learning
Movement
Sensory-Motor Activities
Problem Solving
Language & Social Interaction
The goal isn't to use as much technology as possible, but to choose the method that fits the skill being developed.
Research Foundation
Cognitive Training
A 2025 systematic review analyzed 15 studies covering 763 children and adolescents with Autism Spectrum Disorder, ages 3–15.
The review reported positive effects of computerized cognitive training on social cognition, executive function, and attention.
However, long-term follow-up data remains limited.
These findings should therefore be used to support the rationale for cognitive training, not to guarantee the same outcome for every child.
Research Foundation
Sensory Integration Evidence
When activities follow Ayres Sensory Integration® and the Fidelity Measure™, a 2025 systematic review of 9 randomized controlled trials with 344 participants found evidence supporting ASI for the individualized goals of autistic children.
At the same time, that review found no clear benefit for behaviors of concern, such as irritability or noncompliance.
Interventions should therefore be matched to the goal — sensory activities should not be used as the answer to every problem.
Progress Monitoring
Measuring to Know Where to Go Next
Not to Compare Your Child to Others
Monitoring progress helps the team consider:
- How the child is responding to the activities
- Whether the level of difficulty is appropriate
- Which direction the child's skills are changing in
- Whether goals should stay the same, be adjusted, or be changed
- Whether the child is starting to apply the skill more in real-life contexts
Research References
- 1.
Lin Y, Qiu Y, Gao Y, et al. Effects of Computerized Cognitive Training in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. Journal of Autism and Developmental Disorders. 2025.
- 2.
Acuña C, Gallegos-Berrios S, Barfoot J, Meredith P, Hill J. Ayres Sensory Integration® With Children Ages 0 to 12: A Systematic Review of Randomized Controlled Trials. American Journal of Occupational Therapy. 2025;79(3).
FAQ
Frequently Asked Questions
Is A.B.I.C. a fixed, pre-made program?
ZENITH Kid's Center's approach is to set goals and activities based on each child's own data.
Is A.B.I.C. the same as Neurofeedback?
The two terms shouldn't be used interchangeably. A.B.I.C. is ZENITH Kid's Center's personalized program framework, which can include multiple types of activity depending on the goals and methods the center sets.
Which areas does the program develop?
It may include attention, working memory, executive function, language, sensory processing, and motor skills, depending on assessment results.
Can results be measured every session?
Performance and response to activities can be recorded each session, but concluding that "development" has occurred should draw on data from multiple sessions and appropriate measures — not a single score.
Every Child Has a Different Learning Path
A.B.I.C. starts by understanding where the child is now, defining what needs to be developed, and gradually building a learning path that fits them.