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Consequently, in clinical practice, creative visualization is often provided as part of a multi-modal strategy that integrates other [[Mind–body interventions|interventions]], most commonly [[guided meditation]] or some form of [[Meditation|meditative praxis]], relaxation techniques, and [[meditation music]] or [[Music therapy|receptive music therapy]], because those methods can increase the participant's or patient's capacity for or susceptibility to absorption, enhance control of attention, and replenish requisite cognitive resources, thereby increasing the potential efficacy of creative visualization.<ref>Bond, K., Ospina, M. B., Hooton, N., Bialy, L., Dryden, D. M., Buscemi, N., Shannahoff-Khalsa, D., Dusek, J., and Carlson, L. E., 'Defining a complex intervention: The development of demarcation criteria for "meditation"'. Psychology of Religion and Spirituality, Vol. 1, No. 2, May 2009, pp129–137.</ref><ref>Shapiro, D. H. Jnr., 'Overview: Clinical and physiological comparison of meditation with other self-control strategies'. In Shapiro, D.H Jnr. and Walsh, R.N. (Eds.) Meditation: Classic and Contemporary Perspectives. Piscataway, New Jersey: Aldine Transaction, 1984, pp5-12.</ref>
Individuals with [[ADHD]] often exhibit a greater creative potential, and an increased ability to produce and visualize unique verbal and nonverbal ideas.<ref>Peterson DJ, Ryan M, Rimrodt SL, Cutting LE, Denckla MB, Kaufmann WE, Mahone EM. Increased regional fractional anisotropy in highly screened attention-deficit hyperactivity disorder (ADHD). J Child Neurol. 2011 Oct; 26(10):1296-302.</ref> However, they also show a weaker ability to generate creative solutions when given restrictive criteria, such as procedure, practicality, and time. This weakness is due to [[executive dysfunction]] and [[Rigidity (psychology)|cognitive rigidity]],<ref>Scime, M. and Norvilitis, J. M. (2006), Task performance and response to frustration in children with attention deficit hyperactivity disorder. Psychol. Schs., 43: 377–386. doi:10.1002/pits.20151</ref> which are frequently [[Comorbidity|co-morbid]] with ADHD. The weaknesses in attention, focus, and motivation are exacerbated by frustration from rigidity, making creative conceptualization substantially harder when guidelines are given.<ref>{{cite journal|last1=Capilla Gonzalez|first1=A.|last2=Etchepareborda MC|last3=Fernandez Gonzalez|first3=S.|last4=Mulas|first4=F.|last5=Campo|first5=P.|last6=Maestu|first6=F.|last7=Lucas Fernandez|first7=A.|last8=Ortiz|first8=T.|title=The neurofunctional foundation of cognitive rigidity in attention deficit hyperactivity disorder: some preliminary findings|journal=Revista de Neurologia|date=1 February 2004|pmid=15011169|url=http://europepmc.org/abstract/med/15011169|accessdate=29 November 2017|language=Spanish}}</ref> However, increased [[mind-wandering]], [[lateral thinking]], and persistence from ADHD allows for more [[Thinking outside the box|out of the box thinking]]. As a result, while affected individuals are able to visualize more creative and original abstractions,<ref>{{cite journal|last1=Palmiero|first1=M|last2=Nori|first2=R|last3=Aloisi|first3=V|last4=Ferrara|first4=M|last5=Piccardi|first5=L|title=Domain-Specificity of Creativity: A Study on the Relationship Between Visual Creativity and Visual Mental Imagery.|journal=Frontiers in Psychology|date=1 December 2015|volume=6|page=1870|doi=10.3389/fpsyg.2015.01870|pmid=26648904
==Guided imagery==
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