linical findings now indicate the ability to maintain and manage attention may be an even more important early predictor for success than IQ. Ironically, however, attentional deficit disorder and symptomatology seem to be spreading through the U.S. at near, if not full-on epidemic proportions.

Recent estimates from Centers for Disease Control and Prevention put at 6.4 million the number children between 4 and 17 that have been diagnosed with attentional disorders. More disturbingly, roughly 3.5 million of those are on some form of medication: a 41-percent increase in attentional-related diagnoses in the past decade.

The controversial medications like Ritalin or Adderall, which are used to treat attention deficit disorder, while able to improve the lives of those affected, can also have negative effects leading to addiction, anxiety, even psychosis as well as other health risks. These statistics underscore the rise and tide of an insidious and dangerous trend that threatens the health of an entire generation: that trend is “medication overuse among American children”.

Unfortunately, the fact that so many children are being medicated to treat this behavioral disorder is not that surprising given our cultural propensity for a “medical model for living” as well as an ever increasing need for instant solution (pharmaceutical interventions don’t take a lot of time from busy schedules).

Reasons underlying the escalating attentional deficit phenomenon have remain obscured, though point to the usual, as well as the not-so usual suspects: genetics, environment, and even techno distraction from television, video games and computers.

But now, out of the very controversy that is the new technology comes the basis for a promising, non-medical alternative treatment intervention for attentional behavior problems in school and other study-related environments. Based on principles of learning and conditioning theory, ClassicAttention©  is an application administered through Google Glass–  a techno device that can record hands-free what one sees and hears, deliver audio/visual directives even without asking, even respond to both verbal and (subtle forms of) non-verbal behavior.