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.
