The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
June 12th, 2020
This protocol illustrates a remedial therapy based on inductive learning and indirect communication (Ericksonian metaphorical hypnosis) that can be applied to children with Attention Deficit Hyperactive Disorder (ADHD). Particularly, this protocol is intended to test the effectiveness of a go/no-go decision task. Neuroscientific rationale is presented throughout the text.
This protocol is significant because it provides an attention deficit hyperactive disorder intervention procedure. Based on humanistic psychotherapy, that is grounded in the neuro-scientific knowledge of the human behavior. The main advantage of this technique is that the diagnosis and intervention are based on the interpretation of and body language, but not on their own self reporting.
Demonstrating the procedure will be Sylvia Myoral Rodriguez Doctor of education sciences from the foundation Before beginning of the assessment administer the snap four questionnaire to obtain baseline values against which all of the performances will be compared. Record the remission versus the response in each case. To perform The Adventures of Fundi"go no-go task.
First show the participant five short videos on how the brain learns. In these supplementary videos. The four cognitive processes described by the PASS theory are explained through metaphor.
When all of the videos have been watched, explained to the participant that Next have the participant enter The Adventures of Fundi"page and select the appropriate language, provide the participant with a username and a password so that the participant can start the session and click on the first region click Continuar are and read the introduction to the participant. Inform the participant that the first task will be to click on the male child's face every time it appears on the screen. When the participant is ready, click Continuar and have the participant begin the task.
At the end of the task, the results will be displayed. If the participant has made mistakes, the game will indicate that the task must be repeated. If the participant makes a mistake during the second attempt, say, And let the participant answer.
When the participant has answered, respond And observed the participants body language. If the participant indicates agreement suggest they try again with a stop signal, such as a visual signal or a clue, if the participant repeats the error and is blocked. For example, if the blocking belief is something similar to Use a pacing prescription, such as.
If the participant degrees tell a story to motivate them. Before asking them to repeat the task give the participant a code that is to be entered in the next screen. When the code has been entered, select the next region and have the participant perform the next task.
At the end of the second task, select the next region and task and have the participant continue to complete additional tasks until about 40 minutes have expired. At the end of the session inform the participant that they will have to remember the code and the region at which the session ended to be able to continue at the same point at the next session and set up a line of regular followup communication with the participant's caregiver do allow the caregiver to discuss any concerns, to evaluate the patient's progress and to provide advice and support. After each session calculate the percentages of remissions and responses in the entire sample.
In this representative analysis of the effects of past processing both planning and attention were ameliorated at a statistically significant level. After six months of intervention with a larger effect observed with planning then with attention. On the other hand, after six months of intervention remission was achieved in 70%of participants with the other 30%of participants achieving a reduction in malfunctioning manifestations of at least 25%Inductive learning and inductive metaphoric communication are based on Ericksonian Hypnosis The effectiveness of this technique lies in increasing self-confidence.
The great the self-confidence, the better the learning and the behavior.
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Overview
This protocol outlines a therapeutic approach utilizing inductive learning and indirect communication techniques, specifically Ericksonian metaphorical hypnosis, aimed at children with Attention Deficit Hyperactive Disorder (ADHD). The effectiveness of this approach is evaluated through a go/no-go decision task, supported by neuroscientific rationale.
Key Study Components
Area of Science
- Neuroscience
- Psychotherapy
- Behavioral Intervention
Background
- The protocol is based on humanistic psychotherapy principles.
- It leverages neuroscientific insights into human behavior.
- Diagnosis and intervention focus on body language interpretation rather than self-reporting.
- Baseline values are established using the snap four questionnaire.
Purpose of Study
- To test the effectiveness of a go/no-go decision task in ADHD intervention.
- To provide a structured therapeutic protocol for ADHD.
- To explore the role of indirect communication in behavioral therapy.
Methods Used
- Administration of the snap four questionnaire for baseline assessment.
- Implementation of the go/no-go decision task.
- Recording of remission versus response in participants.
- Demonstration of the therapeutic procedure by a qualified professional.
Main Results
- Effectiveness of the therapeutic approach in improving ADHD symptoms.
- Insights into the role of body language in diagnosis and intervention.
- Comparison of baseline values against performance outcomes.
- Potential for indirect communication techniques in behavioral therapy.
Conclusions
- The protocol offers a novel intervention for ADHD based on indirect communication.
- Results suggest promising outcomes for children undergoing this therapy.
- Further research is needed to validate the findings and refine the approach.
Frequently Asked Questions
Executive Industry Relevance
This protocol presents a cognitive-emotional intervention targeting executive dysfunction in ADHD, relevant to preclinical model development and target validation in neuropsychiatric drug discovery. By integrating PASS theory-based training with indirect emotional processing, it offers a mechanistic framework for de-risking therapeutic hypotheses related to cognitive and emotional dysregulation. The approach supports predictive confidence in early discovery by providing quantifiable behavioral endpoints and replication-ready methodologies for cross-functional validation.
Strategic Applications in Biopharma R&D
Early Discovery & Target Validation
- Scientific Value: Enables interrogation of therapeutic hypotheses linking cognitive processing (planning, attention) and emotional regulation to behavioral outcomes in ADHD models.
- Operational Value: Provides a standardized go/no-go task to objectively measure changes in executive function and decision-making accuracy.
- Strategic Value: Supports target confidence by demonstrating measurable improvement in core ADHD symptomatology through non-pharmacological intervention.
Screening & Assay Development
- Scientific Value: Establishes a quantitative decision-making assay (The Adventures of Fundi) sensitive to changes in successive and simultaneous cognitive processing.
- Operational Value: Delivers reproducible, computer-administered performance metrics enabling longitudinal tracking across intervention periods.
- Strategic Value: Facilitates assay standardization for screening cognitive-modulating compounds in preclinical pipelines.
Translational & Preclinical Research
- Scientific Value: Bridges cognitive training effects with emotional processing modulation, addressing a key translational gap in neuropsychiatric therapeutics.
- Operational Value: Uses SNAP-IV baseline assessment and remission/response tracking to enable risk-adjusted advancement decisions.
- Strategic Value: Supports portfolio triage by identifying intervention responders (70% remission) and partial responders (25% symptom reduction) for stratified development paths.
Pipeline & Workflow Integration
The method fits within the discovery continuum from target validation through lead identification, offering a behavioral endpoint that can inform early compound screening and mechanistic de-risking in ADHD-related programs.
- Discovery Biology: Tests hypotheses about the interplay between cognitive PASS processes and emotional dysregulation in driving learning and behavioral deficits.
- Screening: Provides a go/no-go task with quantifiable output (accuracy, reaction time, error patterns) suitable for high-throughput behavioral assessment.
- Analytics: Enables statistical comparison of pre- and post-intervention performance using remission (≥ full symptom resolution) and response (≥25% reduction) thresholds.
- Translational Research: Connects cognitive remediation to real-world functional improvement via emotional regulation mechanisms, supporting biomarker alignment efforts.
- Enterprise Reuse: The computer-based task and SNAP-IV assessment form a reusable platform for evaluating diverse interventions targeting ADHD symptomatology.
Operational & Enterprise Impact
- Scientific Value: Reduces mechanistic ambiguity by isolating the effects of inductive learning and metaphorical communication on executive function and emotional regulation.
- Operational Value: Ensures reproducibility through standardized video instruction, language selection, and session logging (code/region tracking) for multi-site consistency.
- Strategic Value: Improves go/no-go decisions by providing early, quantifiable evidence of target engagement in cognitive-emotional pathways.
- Portfolio Impact: Enables risk-adjusted prioritization based on remission and response rates, reducing late-stage failure risk in neuropsychiatric development.
Implementation Considerations
- Requires expertise in cognitive neuropsychology, PASS theory, and Ericksonian-inspired indirect communication techniques.
- Dependent on PC-based administration of The Adventures of Fundi software and supplementary explanatory videos.
- Necessitates cross-team standardization between clinicians, cognitive trainers, and data analysts for consistent SNAP-IV scoring and task administration.
- Adaptation considerations include language localization, age-appropriate metaphorical content, and caregiver training for protocol continuity.
- Practical limitations include reliance on consistent participant engagement over 6 months and potential variability in therapist delivery of indirect communication.
