The ABAED® method is developed in various phases that require in-depth knowledge of some steps connected with the neuroscientific theories that support them. It must be emphasized that “enabling” means making someone learn what has not been achieved with typical development. However, any cognitive or motor learning is modulated through interaction with different processes that involve emotional motivational systems, attention, the so-called “executive functions” and working memory. Therefore, basic knowledge of these systems (and especially their interaction) is important if not fundamental for those who want to act, enable, or train with awareness and competence in any context, whether clinical or in school or sports life. In this chapter, some minimum necessary foundations will be illustrated, still useful for trainers. We will start with the basic notions of attentive networks and working memory with the possible interactions with motivational and emotional systems. The executive attention bases of motor learning will follow and finally, we will mention the variety of uses of dual tasks. The goal is to guide the trainer toward the salient points useful for achieving effectiveness in the application of the method. However, a certain relevance of results can be evaluated that the method, downloaded from the type of pathology (i.e., not necessarily related to swallowing but considered more generally in disorders and in very different applications), has already provided. In fact, strong signals of incisiveness in enabling and rehabilitative improvements have been detected (Benso 2004a, b; Benso et al. 2008a, b; Ciarmiello et al. 2015; Veneroso et al. 2016; Benso et al. 2021).