Dampriya’s Neuroadaptive Transition Approach (DNTA): A Novel Approach to Sustaining Attention in Children with Special Needs

By Dampriya Gunawardena

Learning Chanel, Sri Lanka

Children with autism and ADHD who exhibit hyperactive traits often struggle to sustain attention for extended periods. Traditional methods such as Applied Behavior Analysis (ABA) and Positive Behavior Interventions and Supports (PBIS) focus on behavior modification through reinforcement or environmental management, but these approaches often fail to address the neurochemical regulation of attention. This issue of NASET’s ADHD series introduces Dampriya’s Neuroadaptive Transition Approach (DNTA), a novel intervention designed to sustain attention in hyperactive children without relying on rewards or reinforcement. DNTA works by transitioning children to a new activity before their natural attention span ends, maintaining dopamine and norepinephrine levels, which are critical to sustaining focus. By engaging children in a series of pre-planned activities that prevent drops in these neurochemicals, DNTA prolongs attention span and reduces impulsive behavior.

Abstract

Children with autism and ADHD who exhibit hyperactive traits often struggle to sustain attention for extended periods. Traditional methods such as Applied Behavior Analysis (ABA) and Positive Behavior Interventions and Supports (PBIS) focus on behavior modification through reinforcement or environmental management, but these approaches often fail to address the neurochemical regulation of attention.

This manuscript introduces Dampriya’s Neuroadaptive Transition Approach (DNTA), a novel intervention designed to sustain attention in hyperactive children without relying on rewards or reinforcement. DNTA works by transitioning children to a new activity before their natural attention span ends, maintaining dopamine and norepinephrine levels, which are critical to sustaining focus. By engaging children in a series of pre-planned activities that prevent drops in these neurochemicals, DNTA prolongs attention span and reduces impulsive behavior.

Introduction

Children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) often experience significant challenges in maintaining sustained attention, which can hinder their learning and development in educational settings. Children exhibiting hyperactive traits, in particular, may struggle to focus for extended periods, often becoming distracted or engaging in impulsive behavior after only a few minutes of academic activity. These attention deficits present a critical barrier to their academic progress and overall development.

Traditional interventions such as Applied Behavior Analysis (ABA) and Positive Behavior Interventions and Supports (PBIS) have been widely adopted to manage behavior and improve attention in children with special needs. ABA, for example, focuses on reinforcing desired behaviors through rewards and consequences, while PBIS emphasizes creating positive environments and reinforcing appropriate behaviors through external incentives. While these methods have shown success in certain contexts, they often fall short in addressing the underlying neurochemical processes that regulate attention and behavior. In particular, these approaches do not directly focus on the brain’s neurochemical balance, which is crucial in sustaining attention.

Dampriya’s Neuroadaptive Transition Approach (DNTA) introduces a novel intervention that aims to bridge this gap. Rather than relying on external rewards or environmental changes, DNTA focuses on maintaining dopamine and norepinephrine levels through structured activity transitions. By recognizing the limitations of a child’s natural attention span and proactively transitioning them to a new activity before their attention wanes, DNTA aims to sustain focus without the need for reinforcement systems. The theory behind this approach is rooted in the understanding that sustained attention is regulated by these key neurochemicals, and by preventing their depletion, children can maintain focus and minimize impulsive behaviors.

At Learning Chanel, we have practiced and refined this approach with children attending sessions at our centers in Colombo (Pannipitiya), Bandarawela, Gampola Working with each child for a minimum of 1/2 hour, with the standard being 2 hours per day, up to a maximum of 4 hours per day, based on their individual capacity for active engagement, our team uses the support of three-two-one Coach-Teachers panel per child in a unique Coach-Teacher panel concept. This concept, developed by Dampriya Gunawardena, ensures that each child receives individualized attention, allowing for tailored activity transitions that help sustain focus over longer periods. Currently, we are training a 50-member Coach-Teacher panel across the island, who are now working to implement DNTA on a broader scale.

In this manuscript, we present a comprehensive examination of DNTA, including its theoretical basis, practical application in special education classrooms, and the results observed in real-world settings. Through this approach, we aim to demonstrate that sustaining attention in children with hyperactive traits can be achieved by addressing their neurochemical needs, offering a promising alternative to traditional behavior modification techniques.

Methodology

Participants
The study involved 15 children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) who exhibited hyperactive traits and struggled with maintaining sustained attention in academic settings. The children were selected from Learning Chanel centers located in Colombo, (Pannipitiya), Bandarawela and Gampola. The age range of the participants was 3 years – 15 years, and they attended sessions regularly for a minimum of 1/2 hour, with the standard being 2 hours per day, up to a maximum of 4 hours per day for the period of 0ne month, 3 months and six months, based on their individual capacity for active engagement.

Setting
The intervention was implemented at Learning Chanel, a special education institute, across two centers located in Colombo (Pannipitiya), Bandarawela and Gampola. Each child participated in the sessions under the guidance of three-two-one Coach-Teachers panel, a unique model developed by Dampriya Gunawardena. The Coach-Teacher approach provided intensive, personalized support to each child, ensuring that attention was maintained through structured activity transitions.

Intervention
The Dampriya’s Neuroadaptive Transition Approach (DNTA) was implemented by identifying a child’s attention span and carefully transitioning them to a new activity before their attention waned. The goal was to prevent drops in dopamine and norepinephrine levels by ensuring that the child’s focus remained on engaging activities.

The intervention was designed as a series of short, targeted activities that could be tailored to the child’s specific needs and interests. Activities were structured in a way that the child’s attention was redirected before they began to show signs of restlessness or impulsivity. This approach prevented drops in attention span by maintaining a balance of neurochemicals, ensuring that each activity was meaningful and appropriately timed.

Coach-Teacher Concept

Each child worked with a team of three-two-one Coach-Teachers panel, providing individualized support to monitor and guide the child’s transitions between activities. The Coach-Teachers facilitated smooth transitions, ensuring that children remained engaged and focused throughout the session. The Coach-Teacher model also ensured that the needs of the child were met in a holistic manner, including social, emotional, and academic support.

Data Collection

Data was collected by observing and recording the child’s attention time during the sessions over a period of 06 months Attention time was measured by noting the length of time the child was able to focus on a task before becoming distracted or engaging in impulsive behavior. The focus of the data collection was to track changes in the child’s attention span over time, particularly before and after the implementation of DNTA.

In addition to attention time, behavioral data was collected, including instances of impulsivity, hyperactivity, and task completion rates. These metrics were used to gauge the effectiveness of the DNTA intervention in reducing impulsivity and increasing focus in children with hyperactive traits.

Analysis
The data was analyzed using analysis, such as statistical methods to determine whether attention span increased over time following the intervention. Comparisons were made between attention times before the DNTA intervention and after its implementation. The analysis also looked at the relationship between attention span improvements and the consistency of Coach-Teacher support.

Ethical Considerations

The study followed all ethical guidelines concerning research with children, including obtaining informed consent from the parents or guardians of the children involved. All data collected was kept confidential and used solely for the purpose of evaluating the effectiveness of the DNTA approach.

Methodology Structure:

1. Participants:
   • Age group 3-15
   • 9 Male Students and 6 Female students
2. Setting:
   • Learning Chanel centers in Colombo (Pannipitiya), Gampola and Bandarawela.
3. Intervention:

DNTA Application Process

1. Comprehensive Assessment

We begin by conducting a detailed assessment to understand each child’s unique situation. This includes:

• Review of medical reports and academic records.
• Daily routine analysis, including height, weight, food intake, and drinking water TDS levels.
• Evaluation of home environment and leisure activities.

2. Issue Identification and Prioritization

Next, we categorize and prioritize key developmental challenges, such as:

• Speech delay
• Behavioral issues
• Learning disabilities

3. Activity Plan Development

Based on the assessment, we develop a customized, two-hour-per-day activity plan. This plan targets one month of specific goals and involves:

• Structured activities aimed at the child’s development.
• Specific strategies to manage attention spans and maintain engagement through carefully timed transitions between activities.

4. Parental Guidance

Parents play a crucial role in the success of the DNTA program. We provide guidance on:

• Necessary changes to the child’s diet, including suggestions for water and food intake (focusing on natural hormone support through proper nutrition).

5. Weekly Monitoring and Adjustments

Progress is closely monitored each week, with necessary changes made to the activity plan. We track:

• Changes in behavior and attention.
• Effectiveness of strategies and required improvements.

6. Feedback and Motivation

Weekly feedback is provided to both parents and Coach-Teachers. Parents are encouraged to implement the suggested changes at home. Meanwhile, Coach-Teachers receive motivation and support to ensure monthly targets are met.

• Regular encouragement helps maintain momentum and improve outcomes.

7. Progress Reporting

According to this new plan, we now see monthly progress in each child. At the end of the month, a detailed progress report is issued to the parents, showing the child’s measurable improvements. This report highlights areas of growth and the next steps for continued development.

8. Plan Redevelopment

As the child progresses, we continually refine the DNTA plan to meet evolving needs and set new goals for continued improvement.

DNTA Data Collection Process

1. Center In-House Data Collection

At the DNTA centers, we systematically gather data during each session to measure the child’s attention span and overall activity patterns. The following are recorded using a timer:

• Attention Measurement: For each activity, the start and end times are recorded to track the duration of the child’s focus. This data helps in understanding their attention span and how it improves over time.
• Playtime: The amount of time spent in play activities is recorded to analyze engagement during unstructured activities.
• Eating Time: We record the duration of meals and snacks to observe behavior during eating sessions.
• Other Relevant Periods: Any other significant periods (rest times, transitions between activities, etc.) are tracked to provide a comprehensive overview of the child’s day.

2. Home Data Collection

In addition to center-based data, we collect daily information from parents through the Coach-Teachers. The Coach-Teachers gather the following details:

• Activity Reporting: Parents provide updates on the child’s activities outside of the center, including any noticeable behavioral changes, attention spans, and challenges.
• Routine Information: Data about eating, playtime, sleep, and any other significant aspects of the child’s daily routine at home.

This dual approach ensures a comprehensive understanding of the child’s development both at the center and at home, providing insights that guide further adjustments to their activity plan.

DNTA Data Analysis Process

1. Weekly Data Review

Both the in-house data (collected at the center) and home data (reported by parents through Coach-Teachers) are analyzed on a weekly basis. This regular review helps to:

• Track the child’s progress in attention span, playtime, and eating behavior.
• Identify any immediate issues that may require adjustments in the activity plan or approach.

2. Monthly Progress Analysis

At the end of each month, we conduct a more in-depth analysis to measure the development of the child’s attention span. The total minutes of focused attention during activities are compared to the previous month to assess improvements. This analysis provides measurable data on:

• Attention span growth
• Behavioral changes
• Any patterns or inconsistencies in progress

3. Plan Adjustments

Based on the analysis results, we make necessary changes to the child’s activity plan. This ensures the DNTA approach remains flexible and responsive to each child’s evolving needs, allowing for continuous improvement in focus and behavior.

Methodology

Participants
The study involved 15 children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) who exhibited hyperactive traits and struggled with maintaining sustained attention in academic settings. The children were selected from Learning Chanel centers located in Colombo, (Pannipitiya), Gampola and Bandarawela. The age range of the participants was age group 3 – 15 and they attended sessions regularly for a minimum of 1/2 hour, with the standard being 2 hours per day, up to a maximum of 4 hours per day, based on their individual capacity for active engagement.

Setting
The intervention was implemented at Learning Chanel, a special education institute, across three centers located in Colombo (Pannipitiya), Gampola and Bandarawela. Each child participated in the sessions under the guidance of one-two-three Coach-Teachers, a unique model developed by Dampriya Gunawardena. The Coach-Teacher approach provided intensive, personalized support to each child, ensuring that attention was maintained through structured activity transitions.

Intervention
The Dampriya’s Neuroadaptive Transition Approach (DNTA) was implemented by identifying a child’s attention span and carefully transitioning them to a new activity before their attention waned. The goal was to prevent drops in dopamine and norepinephrine levels by ensuring that the child’s focus remained on engaging activities.

The intervention was designed as a series of short, targeted activities that could be tailored to the child’s specific needs and interests. Activities were structured in a way that the child’s attention was redirected before they began to show signs of restlessness or impulsivity. This approach prevented drops in attention span by maintaining a balance of neurochemicals, ensuring that each activity was meaningful and appropriately timed.

Coach-Teacher Concept

Each child worked with a team of three Coach-Teachers, providing individualized support to monitor and guide the child’s transitions between activities. The Coach-Teachers facilitated smooth transitions, ensuring that children remained engaged and focused throughout the session. The Coach-Teacher model also ensured that the needs of the child were met in a holistic manner, including social, emotional, and academic support.

Data Collection

Data was collected by observing and recording the child’s attention time during the sessions over a period of one month to six month. Attention time was measured by noting the length of time the child was able to focus on a task before becoming distracted or engaging in impulsive behavior. The focus of the data collection was to track changes in the child’s attention span over time, particularly before and after the implementation of DNTA.

Individualized Activities: Since every child responds differently, we have tailored the activities to each child’s unique dopamine/norepinephrine balance needs some might need more sensory stimulation, while others may benefit from more calming tasks.

In addition to attention time, behavioral data was collected, including instances of impulsivity, hyperactivity, and task completion rates. These metrics were used to gauge the effectiveness of the DNTA intervention in reducing impulsivity and increasing focus in children with hyperactive traits.

DNTA Data Analysis Process

Analysis

The data was analyzed using weekly, monthly such as statistical methods to determine whether attention span increased over time following the intervention. Comparisons were made between attention times before the DNTA intervention and after its implementation. The analysis also looked at the relationship between attention span improvements and the consistency of Coach-Teacher support.

1. Weekly Data Review

Both the in-house data (collected at the center) and home data (reported by parents through Coach-Teachers) are analyzed on a weekly basis. This regular review helps to:

• Track the child’s progress in attention span, playtime, and eating behavior.
• Identify any immediate issues that may require adjustments in the activity plan or approach.

2. Monthly Progress Analysis

At the end of each month, we conduct a more in-depth analysis to measure the development of the child’s attention span. The total minutes of focused attention during activities are compared to the previous month to assess improvements. This analysis provides measurable data on:

• Attention span growth
• Behavioral changes
• Any patterns or inconsistencies in progress

3. Plan Adjustments

Based on the analysis results, we make necessary changes to the child’s activity plan. This ensures the DNTA approach remains flexible and responsive to each child’s evolving needs, allowing for continuous improvement in focus and behavior.

Plan Adjustments in the DNTA Process

Overview

As part of the DNTA approach, it’s essential to continually adapt and adjust each child’s activity plan based on the data collected and analyzed. This ensures that the program remains dynamic and responsive to the child’s individual progress, allowing for ongoing development in focus and behavior.

1. Data-Driven Adjustments

After reviewing the data gathered both from in-house center sessions and home reports, the following areas are considered for adjustments:

Attention Span: If the child shows improvement in their attention span, activities may be gradually extended to challenge and further develop their focus.

Behavioral Changes: New behaviors or challenges that emerge are addressed through modified activities or interventions.

Activity Transitions: Based on the child’s response to current transitions between activities, we may alter the timing or type of activities to maintain engagement.

2. Flexible and Responsive Planning

The DNTA approach emphasizes flexibility, allowing for adjustments in various aspects of the child’s daily routine and activity engagement. This includes:

Activity Duration: Increasing or decreasing activity time based on the child’s stamina and ability to focus.

Incorporating New Methods: Introducing new oral motor development methods or physical exercises if speech or motor delays are observed.

Nutritional Adjustments: Continuing to advise parents on necessary dietary changes, as improvements in nutrition can further support natural hormone levels and overall progress.

3. Continuous Improvement

The goal of adjusting the plan is to ensure that the child experiences continuous progress. By responding promptly to the child’s evolving needs, we aim to:

Enhance the child’s attention span.

Improve behavioral responses.

Achieve faster developmental outcomes through timely, data-driven modifications.

Ethical Considerations

The study followed all ethical guidelines concerning research with children, including obtaining informed consent from the parents or guardians of the children involved. All data collected was kept confidential and used solely for the purpose of evaluating the effectiveness of the DNTA approach.

• Individualized Activities: Since every child responds differently, we have tailored the activities to each child’s unique dopamine/norepinephrine balance needs some might need more sensory stimulation, while others may benefit from more calming tasks.

Targeted approach to addressing attention and behavior challenges in children with autism/ADHD Time Frame: 2 to 6 months
	Child Name	Gender	Age (Yrs)	Attention time before the starting  targeted work plan (Minutes)	Attention time after the targeted work plan. Results as at 30/09/2024 (Minutes)
1	Nuhansa	Male	4	5	20
2	Thisen	Male	9	4	30
3	Kaveesha	Male	4	3	20
4	Yenuli	Female	7	0	20
5	Soneru	Male	3	0	15
6	Nithini	Female	11	0	20
7	Tehasha	Female	8	10	60
8	Binura	Male	15	5	20
9	Chanuka	Male	7	5	15
10	Yesath	Male	7	0	20
11	Kaveendi	Female	10	5	10
12	Mindula	Male	9	3	20
13	Tashini	Female	12	5	15
14	Sayuru	Male	7	5	30
15	Sathsarani	Female	4	5	20

Results

Participants
The study involved 15 children with ASD and ADHD from the Colombo (Pannipitiya), Gampola and  Bandarawela Learning Chanel centers, who attended sessions for a minimum of 1/2 hour to a maximum of 4 hours per day, depending on their attention capacity.

Attention Time Improvements

Attention time was measured by recording the duration each child was able to focus on a specific activity before becoming distracted or engaging in impulsive behavior. Baseline attention times 1/2 hour to 4 hours were recorded for each child over a period of one to 6 months.

Following the implementation of Dampriya’s Neuroadaptive Transition Approach (DNTA), attention times showed significant improvements in the majority of participants. On average, children’s attention times increased by 10 to 30 minutes during one month to 6 month period, with a steady rise over successive months. These increases were consistent across children, with 100% of children showing a notable improvement of 10 minutes/1 hour in their focus during sessions.

Behavioral Changes

Behavioral data, including instances of hyperactivity, impulsivity, and task completion, was also collected. Hyperactive behaviors decreased by 20% to 60% in the post-intervention period, while instances of impulsivity were reduced by 10% – 30%. Additionally, children exhibited more consistent task completion and a decrease in restlessness.

Visual Representation of Results

To better illustrate these improvements, the following charts present the pre-and post-intervention attention time data and behavior metrics:

• Figure 1: Average attention time before 4 minutes and after intervention 22 minutes for all participants.
• Figure 2: Reduction in hyperactive behavior 10% – 30% post-DNTA intervention.

Statistical Analysis

Statistical analysis of the data was performed using specify statistical test to assess the significance of the observed improvements. The results demonstrated a statistically significant increase in attention time (p < 0.05) following the intervention. This suggests that the changes observed were not due to chance and supports the effectiveness of DNTA in improving attention and reducing hyperactivity in children with ASD and ADHD.

Discussion

Interpretation of Results

The results of this study support the efficacy of Dampriya’s Neuroadaptive Transition Approach (DNTA) in improving attention and reducing hyperactive behaviors in children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Our findings demonstrate that, through structured activity transitions, children were able to sustain focus for longer periods, and instances of impulsive or hyperactive behaviors decreased significantly.

These results suggest that the DNTA approach addresses the neurochemical mechanisms of attention regulation by maintaining dopamine and norepinephrine levels, which play a critical role in attention and behavior. By preventing the drop in these neurochemicals that typically occurs as a child becomes fatigued or bored, DNTA helps sustain attention without the use of external rewards or behavioral reinforcement strategies.

In addition to the quantitative improvements in attention time and behavior, feedback from parents further validates the effectiveness of Dampriya’s Neuroadaptive Transition Approach (DNTA). Several parents, through phone calls and WhatsApp messages, expressed significant improvements in their children’s ability to focus and reduce impulsive behaviors. One parent mentioned, “After years of seeking help in different centers, I have finally seen my child stay focused for longer periods, which has improved his daily functioning.”

These positive testimonials further support the objective data collected and provide a holistic view of the intervention’s impact.

The feedback received from parents underscores the real-world effectiveness of DNTA. Many parents who had previously sought help from other centers reported experiencing improvements in their children’s attention and behavior after engaging in the DNTA sessions. One parent commented, “We’ve tried different methods before, but this approach seems to work the best for my child.” These real-world observations are consistent with the quantitative data, highlighting the practical success of the intervention.

Comparison to Existing Literature

Traditional interventions such as Applied Behavior Analysis (ABA) and Positive Behavior Interventions and Supports (PBIS) primarily focus on using rewards, consequences, or environmental changes to modify behavior. While these methods have shown success in many cases, they often do not directly address the neurochemical dynamics associated with sustained attention. Our findings align with other research that suggests addressing neurochemical regulation could provide more sustainable improvements in focus for children with ADHD and ASD.

However, unlike ABA and PBIS, DNTA avoids relying on external rewards, reinforcement, or behavior management systems. Instead, it focuses on maintaining engagement through carefully timed transitions to new activities, which is a novel approach. The effectiveness of this technique, as demonstrated in our study, suggests that it may serve as a valuable alternative or complement to more traditional methods.

Implications for Practice

The results of this study have significant implications for how children with ADHD and ASD are supported in educational settings. Schools, therapists, and parents can implement DNTA to help children maintain attention during academic tasks without the need for rewards-based behavior management systems. By focusing on the neurochemical needs of the child, DNTA offers a more natural way to improve focus and reduce impulsive behavior.

The Coach-Teacher model, in which each child works with a team of three teachers, ensures that the intervention is personalized to each child’s individual needs. This approach may serve as a useful model for schools and centers looking to provide more individualized support to children with special needs.

Limitations

While the study demonstrates positive results, there are limitations that should be considered. The sample size of 15 number children may be small, and the findings may not be fully generalizable to all children with ADHD and ASD. Additionally, the study was conducted over one month to six month duration, which may not provide long-term data on the sustainability of the intervention’s effects.

Another limitation is the lack of a control group in this study, which would have allowed for a more rigorous comparison between the effects of DNTA and other traditional or experimental interventions.

Future Directions

Future research should consider conducting larger, longitudinal studies with control groups to further validate the effectiveness of DNTA. In addition, research could explore how DNTA can be combined with other interventions, such as mindfulness-based techniques or sensory integration therapies, to create a comprehensive model for attention and behavior management in children with special needs.

Additionally, further studies could investigate the long-term effects of DNTA on neurochemical regulation and how these effects may influence academic performance, social skills, and daily functioning in children with ADHD and ASD.

Conclusion

This study demonstrates the effectiveness of Dampriya’s Neuroadaptive Transition Approach (DNTA) in improving attention and reducing hyperactive behaviors in children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). By utilizing structured transitions between carefully selected activities, DNTA helps sustain the children’s attention without the need for external rewards or reinforcement, thus supporting natural neurochemical regulation.

The findings of this study have significant implications for the field of special education and behavior management. DNTA offers a promising alternative to traditional interventions such as ABA and PBIS, especially for children who struggle with sustained focus and impulsivity. Schools, therapists, and parents can implement DNTA to provide children with an opportunity to engage meaningfully in academic tasks while promoting neurochemical balance and reducing hyperactivity.

Given the promising results of this study, future research should explore larger, longitudinal trials to validate the long-term impact of DNTA and its potential for integration with other therapeutic approaches. Furthermore, studies examining the role of neurochemical changes in attention regulation will provide deeper insights into the mechanisms that drive the success of this intervention.

In conclusion, DNTA represents a novel and effective strategy for enhancing attention and behavior in children with special needs, offering a pathway to improved outcomes for children, parents, and educators alike.

In conclusion, Dampriya’s Neuroadaptive Transition Approach (DNTA) provides an innovative and effective method for improving attention and managing hyperactivity in children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). By focusing on natural neurochemical regulation through activity transitions, DNTA avoids reliance on external rewards or reinforcement. This study highlights DNTA as a valuable alternative to traditional interventions, with promising potential for wider implementation in special education settings. Future research will further illuminate its long-term benefits and integration with other therapeutic methods, marking DNTA as a crucial development in behavior management for children with special needs.