Floreana Fazio, a clinical psychologist from Sicily, has been at the forefront of integrating innovative therapies into clinical practice. Over four years ago, Dr. Fazio became the pioneering healthcare professional to adopt MindLenses, utilizing it with her patients shortly after its transition from the University of Palermo’s research phase to clinical application. Consequently, she holds the distinction of being the first official customer of Restorative Neurotechnologies.
In light of this significant milestone, we took the opportunity to celebrate following the conclusion of Dr. Fazio’s most recent maternity leave, which ended last May.
Dr. Fazio, when and how did you first hear about MindLenses?
What’s your clinical practice like?
My practice primarily focuses on neurodevelopmental disorders, including ADHD and various types of intellectual disabilities. Additionally, I work with many children who, despite not having an official diagnosis, face various challenges at school, particularly in areas such as attention, working memory, and problem-solving.
How is your work organised?
I practice privately in the city of Canicattì, collaborating closely with a psychomotricity specialist and two pedagogues. Our studio is well-integrated into the local community, and we work as a team with local health services, making us quite well-known in the area.
Patients are typically referred to us by other specialists, such as child neuropsychiatrists, family doctors, or pediatricians. Sometimes, it is a teacher who suggests to parents the need for a cognitive assessment or additional support.
How do children approach MindLenses?
Children are fascinated by MindLenses; some even refer to the prismatic lenses as “magic glasses.” The combination of the tablet and games is particularly motivating for them at this age.
A unique aspect I often observe is that at the end of each session, children engage in self-monitoring. When they see their scores improving, it positively impacts their self-esteem and self-image. Through various activities, they realize their own capabilities—it’s not just me telling them; they see it for themselves!
While these are secondary aspects to the cognitive work, they have a significant impact on the children. This positive reinforcement often translates into improved attitude and motivation at school.
Can you tell us about the main clinical outcomes you have observed using MindLenses?
From a clinical perspective, the results have been quite significant.
In cases of ADHD, I have observed notable improvements in sustained attention—patients are able to maintain their focus for longer periods after a cycle with MindLenses. Additionally, there is better management of impulsivity, with enhanced inhibitory control.
In learning disabilities, such as dyslexia (though it is important to note that the use of MindLenses for these conditions is not yet certified and is used off-label by professionals), I have seen increased reading speeds. For instance, patients are able to read a higher number of syllables per second.
An equally important and exciting aspect for me is that the children themselves notice their improvements. Many of the patients I work with struggle with emotional regulation and low self-esteem due to their frequent experiences of failure. MindLenses helps me address the emotional-relational aspects of their treatment as well, with very evident positive effects. While we don’t perform miracles, children often change their perspectives, find new strategies, and develop their own unique methods for problem-solving and achieving results.
Parents notice these changes too. They often report that their child, who previously wouldn’t bring homework home, frequently lost objects, and couldn’t sit still in class, shows marked improvements after a period of treatment. Hearing this from parents is particularly important to me, as they often have different expectations regarding the timing and outcomes of interventions. Their feedback serves as a confirmation of the quality and effectiveness of the work being done.
How do you propose or prescribe MindLenses therapy?
Children who come to my practice already have a diagnosis or are seeking a functional evaluation. When I decide to incorporate MindLenses into their treatment plan, typically during an “intensive treatment” phase, I explain to the children that MindLenses is akin to going to the gym for their brain muscles—and this analogy fascinates them!
Depending on the specific case, alongside MindLenses, I may also integrate more traditional forms of cognitive enhancement. This could include activities such as using cards, engaging in book-based exercises, or playing various types of board games.
Did you have any doubt before becoming familiar with the device?
Initially, I was concerned that children with less control might mishandle the lenses or the tablet—perhaps throwing them around. However, I decided to proceed anyway, and I’m pleased to say that over the past four years, we haven’t had any breakages!
From a clinical standpoint, we talk about mediation and reinforcement. When I observe a child sitting attentively for the entire session, completing activities, and waiting for instructions before proceeding, it triggers a very positive cycle of feedback.
What are the future prospects of your clinical activity?
I am content with the work I do and the network we have established in our community, which positions us as a trusted resource. It’s fulfilling to play a supportive and genuinely helpful role for many families.
How can Restorative Neurotechnologies better support you as a professional?
Since MindLenses is a therapy that continues to evolve, I often come across new studies, scientific publications, and insights from various professionals dealing with different, sometimes related, clinical cases. Given this dynamic environment, it would be beneficial to have more opportunities to connect with colleagues for discussions and collaborative study sessions.
