Can attention be learned? The purpose of this article is to report on the development, administration and assessment of an intervention programme for the improvement of selective and sustained attention in school students aged 5 to 19 with difficulties for learning the academic material corresponding to their age group. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 were in the experimental group and 43 in the control group. The group with difficulties in sustained attention numbered 106, of whom 58 were in the experimental group and 48 in the control group. The results suggest that this kind of intervention programme (which combines visual therapy, cortical activation and training with activity banks) is effective for improving deficits in both selective attention and sustained attention.
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