Printed from https://ideas.repec.org/s/cwj/neurod.html
Content
January 2026, Volume 5
- 292-292 Neurodiversity in education, the inclusion that is not seen
by Edgar Eduardo Delgado Guerrero - 294-294 Qualitative Assessment of ADHD Impact on the School and Emotional Environment of an Ecuadorian Student
by Kassandra Anais Alban Mendoza & Yisell Vigoa Escobedo - 297-297 Psychopedagogical strategies for the educational inclusion of students with attention deficit hyperactivity disorder
by Jazmin Antonia Velez Aguirre & Yisell Vigoa Escobedo - 298-298 The Gut – Brain Axis in Autism: Pediatric Perspectives
by Rosali Santiago Roibal & Marlon Carbonell González & Deborah Cabrera Rodríguez & Arlenis Linares Marrero - 300-300 Training of mentors to strengthen inclusive care for students with Autism Spectrum Disorder
by Andrés Daniel Cevallos - 302-302 Late Diagnosis of Inattentive ADHD in a School-Aged Child Without Hyperactivity: A Comprehensive Therapeutic Approach
by Kassandra Anais Alban Mendoza & Yisell Vigoa Escobedo - 303-303 Psychopedagogical strategies for the inclusion of students with ADHD in basic education
by Jazmin Antonia Velez Aguirre & Yisell Vigoa Escobedo
January 2025, Volume 4
- 162-162 Autism and neurodevelopmental disorders
by Alfredo Carlos Rodríguez-Portelles - 174-174 Deletion of the short arm of chromosome 20 in a girl with neurodevelopmental disorders
by Alina García García & Juan E. Galarza Brito & Luanda Maceiras Rosales & Estela Morales Peralta & Luis A. Méndez Rosado - 175-175 Relationship between work stress and sleep quality among nursing staff at a Category II-1 hospital in Cajamarca, March 2025
by Henry Emerson Medina Vásquez & Diego Leonel Salcedo Osorio & Mauricio Germán Suárez Soto & Segundo Bueno Ordoñez - 178-178 Didactic strategies to stimulate attentional capacity in children with specific educational needs at the Corina del Parral de Velasco Ibarra Early Education Center
by Gabriela Gissell Calderón Morales & Juana Esther Franco Rivadeneira - 180-180 Specific Learning Disabilities: New approaches to understanding and support
by Andrew Alberto López Sánchez & William Castillo-González - 182-182 Study Techniques and Academic Performance in Human Medicine at a University in Cajamarca 2024
by Ángela Rubí Gonzales Carranza & Manuel Antonio Huamán Florián & Enzo Bazualdo Fiorini & Teddy William Saavedra Alvarado & Miriam Adelis Leyva Chávez - 187-187 Use of social networks and sleep quality in students of basic sciences of human medicine in Cajamarca - Peru 2025
by Joyce Lizeth Pérez Terán & Jhan Carlos Díaz Mondragón & Diego Jesús Villoslada Delgado & Enzo Renato Bazualdo Fiorini & Segundo Bueno-Ordoñez - 189-189 Attention Deficit Hyperactivity Disorder: Advances in Epidemiology, Pathogenesis, and Neurobiology
by Freddy Ednildon Bautista-Vanegas & Rebeca Rocio Gomez Rosales & Ingrid Neysa Cabezas-Soliz & Daniel Ramiro Elías Vallejos-Rejas & Carmen Julia Salvatierra Rocha & Jhossmar Cristians Auza-Santivañez & Leonel Rivero Castedo & Delly Espejo-Alanoca & Isaura Santander Oberson - 190-190 Unraveling ADHD: Evidence, controversies, and new therapeutic opportunities
by Fidel Aguilar Medrano & Freddy Ednildon Bautista-Vanegas & Isis Scarleth Funes Galindo & Carmen Julia Salvatierra Rocha & Henrry Temis Quisbert Vasquez & Reyna Georgina-Gonzales & Ingrid Neysa Cabezas-Soliz & Delly Espejo-Alanoca & Jhossmar Cristians Auza-Santivañez - 198-198 Coping strategies and academic stress in students at a pre-university academy in Cajamarca, March 2025
by Ayay Chilón Benjamin & Belén Etelvina Correa Marín & Leslie Cardenas Huaripata & Segundo Bueno Ordoñez - 199-199 Autism Spectrum Disorder and Use of Medical Cannabis
by Juliana Matheu & Patrícia Salguero - 203-203 Augmented Reality Interventions in Speech Therapy for Autism Spectrum Disorder
by Ana María Chaves Cano - 206-206 Attention and diversity in early education: bases, strategies and normative framework
by Gabriela Gissell Calderón Morales & Juana Esther Franco Rivadeneira - 207-207 Early interventions in children with Autism Spectrum Disorder (ASD)
by Mauricio Prata dos Santos & Patricia Salguero - 210-210 The efficacy of the use of cannabidiol in the treatment of children with Autism Spectrum Disorder
by Brício Barbosa Ferreira & Patricia Salguero - 216-216 High Intellectual Ability and Twice-Exceptionality
by Javier Gonzalez-Argote - 220-220 From recognition to impact: communicational inclusion of children and adolescents with ASD in the Chilean justice system
by Flavia Constanza Salvo Reyes & Samir Eduardo Mauad Gómez & Mario Antonio Silva Leal - 223-223 Study skills in people with ADHD: a systematic review of the medical evidence
by Sofia Julieta Gonzalez & Romina Martínez Leardi - 225-225 Implementation of Augmentative and Alternative Communication strategies to benefit the right to be heard of children and adolescents diagnosed with Autism Spectrum Disorder in the context of Family Court proceedings
by Flavia Constanza Salvo Reyes & Samir Eduardo Mauad Gómez & Mario Antonio Silva Leal - 232-232 Learning Differences and Specific Learning Disabilities: A Neurocognitive and Educational Analysis
by Lucía Germán Flores - 240-240 Relationship between academic burnout and perceived stress in Cuban psychology university students
by José Antonio Rodríguez Vázquez & Josefa María Gutiérrez Cordoví & Mirian Felicia González Llanesa & Damian Valdés Santiago - 244-244 Attention Deficit Hyperactivity Disorder (ADHD): A review of the executive dysfunction, attention regulation, hyperfocus, and compensatory strategies across the lifespan
by Karla Padín Concepción - 249-249 Mental health in Neurodevelopmental disabilities: Challenges and approaches
by Félix Antonio Rego Rodríguez - 250-250 Emotional education and learning outcomes in students with diverse cognitive profiles: a literature review
by Kassandra Anais Alban Mendoza & Yisell Vigoa Escobedo - 268-268 Specific Learning Disorders: Neurobiological Foundations, Differential Diagnosis, and Educational Implications
by Lucía Germán Flores
January 2024, Volume 3
- 104-104 Early Education Conditions for the Inclusion of Children with ASD. Teachers' perceptions on inclusive policies in a private preschool, Villavicencio-Colombia
by Helga Tatiana Vélez Reina & Gina Viviana Morales Acosta - 105-105 Bibliometric analysis of neuroscience publications in the Electronic Medical Journal
by Mario Javier Garcés Ginarte & Letier Perez Ortiz & Angel Manuel Puig Negret - 106-106 From wounding to plasticity: an integrated framework for trauma
by Mónica Cecilia Benavidez Arellano & Julián Espinales Villacis & Santiago Guerrero Vincen - 107-107 Early childhood and human development in the framework of educational inclusion
by Helga Tatiana Vélez Reina & Gina Viviana Morales Acosta - 110-110 Intercultural speech therapy and communicative accessibility in deaf diversity
by Vanessa Labbé Ruiz & Nicolás Quinteros Torreblanca & Felipe Solar Berrios & Francisca Viveros Hernández - 113-113 Healthy nutrition and multimodal narrative, vocabulary in chilean sign language about snacks for schoolchildren with deaf diversity
by Gina Viviana Morales Acosta & Marcela Vega Saavedra & Jeraly Tamara González González & Javiera Paz Maya Orellana & Cesia Rachel Robles Ancco & Geraldine Nicol Muñoz Pereira - 116-116 Educational Ecosystems and Inclusion: Changing Perspectives: Children Beyond Diagnoses
by Rocío Macarena Celli & Sandra del Valle Soria - 118-118 Deaf Diversity and Communicative Accessibility: Inventory of basic vocabulary in chilean sign language in eight public places in Antofagasta, Chile
by Vanessa Labbé Ruiz & Nicolás Quinteros Torreblanca & Felipe Solar Berrios & Francisca Viveros Hernández - 121-121 Differences in attention and executive function
by Javier González-Argote & Denis Gonzalez-Argote - 122-122 Teaching brain-compatible teaching: from neural theory to classroom practice
by Lilian Maritza Carrera Ramos & María Celeste Olmos Vélez - 124-124 Inclusive education and curriculum adaptations: strategies for school equity
by Rocío Macarena Celli & Sandra del Valle Soria - 127-127 Current developments in autism and neurodevelopmental disorders: research and practice
by Erika Silvia Stolino & Carlos Jesús Canova-Barrios - 128-128 Trauma in Freudian psychoanalysis and its articulation with neuroscience
by Mónica Cecilia Benavidez Arellano & Julián Espinales Villacis & Santiago Guerrero Vincen - 129-129 Update on twice-exceptional learners and their educational needs
by Emanuel Maldonado - 130-130 Family-centered models and benefits of a multidisciplinary approach in children with Autism Spectrum Disorder
by Camila Paz Jorquera Gallardo & Simón Ignacio Pereira Bruna & Pedro Di Vicenzi Sánchez - 132-132 Neuro functions and psychomotor skills in early childhood: critical synthesis of evidence 0-3 years
by Maikel José Aragundi Pascual & Alan José Nieto Bastidas & María José Alameda González - 136-136 Rapid review: intervention strategies for children aged 4 to 12 with a diagnosis of autism spectrum disorder who have neuromotor disorders
by Camila Paz Jorquera Gallardo & Simón Ignacio Pereira Bruna & Pedro Di Vicenzi Sánchez - 137-137 Neurocognitive and educational frameworks used to support students with conditions such as dyslexia, dyscalculia, dysgraphia, and dyspraxia
by Emmanuel Zayas Fundora & Jaguer Javier Mora Mejia - 141-141 Psycho-pedagogical strategies for the inclusion of students with ADHD in basic education
by Jazmín Antonia Velez Aguirre & Yisell Vigoa Escobedo - 143-143 Giftedness and double exceptionality
by Andrew Alberto López Sánchez & William Castillo-González - 144-144 Neuroscience as a mediator of mathematical learning in General Basic Education
by Lilian Maritza Carrera Ramos & María Celeste Olmos Vélez - 146-146 Giftedness and double exceptionality: identification, support and development
by Jose Ignacio Robaina Castillo - 147-147 Educational ecosystem and RTI for ADHD care in school settings
by Jazmín Antonia Velez Aguirre & Yisell Vigoa Escobedo - 148-148 Proposal for neurofunctional psychomotor training in children aged 0 to 3 years, aimed at psychologists and educators
by Maikel José Aragundi Pascual & Alan José Nieto Bastidas & María José Alameda González - 149-149 DUA and multimodal storytelling: improving school meals and performance in deaf schoolchildren
by Gina Viviana Morales Acosta & Marcela Vega Saavedra & Jeraly Tamara González González & Javiera Paz Maya Orellana & Cesia Rachel Robles Ancco & Geraldine Nicol Muñoz Pereira
January 2023, Volume 2
- 1-52 Families and strategies to support the learning of children with specific language disorders in times of pandemic
by Javiera Balladares Contreras & Valentina Gatica Inostroza & Fernanda Núñez Beattie & Pamela Herrera Díaz & Marta Paredes Sánchez - 1-57 Educational Inclusion of Children with Attention Deficit Hyperactivity Disorder
by Cintia Desirée Rossi & Rubén M Pereyra - 1-58 Technological innovation in the intervention of Autism Spectrum Disorder
by Juan Emanuel Ojeda - 1-61 Towards social inclusion: Argentine influencers with disabilities in the digital era
by Josefina Stanglino & Carolina Cerruti - 1-65 Towards an inclusive school culture: challenges and opportunities for the PIE in Chile
by Catalina Gallardo Lazo & Jael Tobar Miranda & Pamela Herrera Díaz - 1-66 From the integrative paradigm to inclusion: ICT and blended learning in early childhood education
by Silva Jessica del Rosario & Sandra del Valle Soria - 1-67 School coexistence in children with Specific Language Disorder/Language Development Disorder in transition levels of special and regular schools with School Integration Program in the Valparaíso region
by Tihare Andrea Escobar Torres & Javiera Fernanda Olivares Mella & Pamela Herrera Díaz - 1-68 Social media and disability: the impact of influencers on building digital citizenship
by Josefina Stanglino & Carolina Cerruti - 1-69 Family-school co-responsibility and TEL in Chile: policies, practices and learning
by Javiera Balladares Contreras & Valentina Gatica Inostroza & Fernanda Núñez Beattie & Pamela Herrera Díaz & Marta Paredes Sánchez - 1-70 Online Planning System for Parents of Children with Autism Spectrum Disorders
by Juan Emanuel Ojeda - 1-72 Special Language Schools in the Chilean Education System. Is their existence justified?
by Katia Alejandra Álvarez Gutiérrez & Damaris Muriel Muñoz Monrroy & Pamela Herrera Díaz - 1-73 Classroom climate and TEL/TDL: strategies for a safe, participatory and equitable coexistence
by Tihare Andrea Escobar Torres & Javiera Fernanda Olivares Mella & Pamela Herrera Díaz - 1-81 Intensity of support and equity: the place of EELs in the Chilean education system
by Katia Alejandra Álvarez Gutiérrez & Damaris Muriel Muñoz Monrroy & Pamela Herrera Díaz - 1-82 Educational inclusion and ADHD: challenges and strategies for equitable teaching
by Cintia Desirée Rossi & Rubén M Pereyra - 1-87 Pedagogical innovation and educational personalisation: an inclusive proposal at the Santa Ana Institute, Córdoba
by Lucía Viviana Vila & Sandra Del Valle Soria - 1-91 Creation of a School Integration Program at a subsidized private school in the municipality of Valparaíso
by Catalina Gallardo Lazo & Jael Tobar Miranda & Pamela Herrera Díaz - 1-94 Educational Ecosystems and Inclusion at the Santa Ana Institute: ‘Personalised Education in Heterogeneous Classrooms, mediated by ICT’
by Lucía Viviana Vila & Sandra Del Valle Soria
December 2022, Volume 1
- 1-10 Parenting styles and their influence on overcoming Specific Language Impairment in students aged 5 to 9 at Miraflores School, Viña del Mar
by Andrea Pamela Olivares Miranda & Marta Gabriela Paredes Sánchez & Dayanna Alejandra Pizarro Suárez & Yirda Romero Marchant - 1-21 Digital tools and their use in the education of children with ASD
by Fernando Pablo Mazza - 1-23 The family-school relationship in the development of students with SLI
by Andrea Pamela Olivares Miranda & Marta Gabriela Paredes Sánchez & Dayanna Alejandra Pizarro Suárez & Yirda Romero Marchant - 1-24 Digital technologies for the inclusion of children with ASD: development of an educational application
by Néstor Adrian Aguirre - 1-26 Case Study: Strategy to be developed in the classroom for a student with Autism Spectrum Disorder (ASD) through the Universal Design for Learning
by Lorena Escobar Garcés & Valentina Soto Verdugo & Edgardo Aragú Pérez - 1-27 ICT and Educational Inclusion in Autism Spectrum Disorder
by Fernando Pablo Mazza - 1-28 Educationa ecosystems and inclusion: Implementation of the DUA to minimize learning barriers in the Early Childhood Education Level at the Santa Ana Institute
by Silva Jessica del Rosario & Sandra del Valle Soria - 1-29 Characterization of ludic practices in language schools of the Valparaíso commune in virtual and face-to-face modality in times of pandemic for early childhood education students
by Karen Knaak Villar & Bitia Villalón Camus & Patricia Vilches Román & Pamela Herrera Díaz & Marta Paredes Sánchez - 1-30 Platform for Encouraging Social Communication in Children with Autism
by Néstor Adrian Aguirre - 1-31 Playful strategies as a pedagogical pillar in early childhood education during COVID-19
by Karen Knaak Villar & Bitia Villalón Camus & Patricia Vilches Román & Pamela Herrera Díaz & Marta Paredes Sánchez - 1-32 Digital Education and Inclusion: Digital Tools used in Education and their application in students with Autism
by Juan Ignacio Quevedo - 1-36 Perception and feelings of children with ASD in relation to clothing
by Ileana González & Ana Cubeiro - 1-39 The incorporation of ICTs as an axis of educational transformation
by Juan Ignacio Quevedo - 1-47 Clothing design as a tool for inclusion for children with Autism Spectrum Disorder
by Ileana González & Ana Cubeiro - 1-48 Inclusive Education and Language Learning for Children with Autism Spectrum Disorder
by Lorena Escobar Garcés & Valentina Soto Verdugo & Edgardo Aragú Pérez