Aplicación de la neurotecnología en alumnado con TDA-H: Una revisión paraguas

Application of neurotechnology in students with ADHD: An umbrella review

 Antonio-R. Hidalgo-Muñoz, Universidad de Salamanca (España)

 Daniel Acle-Vicente, Universidad de Salamanca (España)

 Alejandro García-Pérez, Universidad de Salamanca (España)

 Carmen Tabernero-Urbieta, Universidad de Salamanca (España)

https://doi.org/10.3916/C76-2023-05

Palabras clave

Estimulación cognitiva, hiperescaneo, neuroeducación, neurociencia, neurofeedback, TDA-H

Resumen

En la actualidad, las aulas experimentan un incremento del número de menores escolarizados con un diagnóstico de trastorno por déficit de atención e hiperactividad (TDA-H). Numerosos estudios proponen, como alternativa a la medicación, la implementación de diferentes neurotecnologías en el aula para mejorar la sintomatología y favorecer las capacidades cognitivas de los escolares con dicho diagnóstico. La presente revisión sistemática persigue recopilar la evidencia científica que existe sobre la aplicación de estas técnicas, así como su implementación en el aula. Se realizó una revisión sistemática, siguiendo los estándares de rigor aceptados (PRISMA), incluyendo las revisiones sistemáticas en inglés o español, publicadas en revistas científicas, que aborden el TDA-H, apliquen alguna neurotecnología utilizada en esta población (neurofeedback, estimulación transcraneal (tDCS) o hiperescaneo) y que hagan referencia a la educación o a las aulas. Se retuvieron 14 revisiones sistemáticas, poniendo de manifiesto que el neurofeedback es la neurotecnología más utilizada, aunque su implementación real en el aula ha sido escasamente tratada o sólo lo ha sido con fines de evaluación de eficacia. En segundo lugar, aparece la tDCS con un enfoque más clínico, mientras que el hiperescaneo no aparece. A pesar de encontrar resultados experimentales prometedores, son necesarios estudios ecológicos que propongan la implantación efectiva de estas técnicas en los centros educativos; por otra parte, la apuesta por la neuroeducación conllevaría la aparición de nuevas figuras profesionales.

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Fundref

Grupos de Investigación Reconocidos de la Universidad de Salamanca (GIR-PROMOSALUD y GIR-NAES); Unidad de Investigación Consolidada de la Junta de Castilla y León (UIC-249); Proyecto de investigación (Ref TED2021-130924B-I00) financiado por el Ministerio de Ciencia e Innovación, Gobierno de España.

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Ficha técnica

Recibido: 26-12-2022

Revisado: 02-02-2023

Aceptado: 23-02-2023

OnlineFirst: 30-05-2023

Fecha publicación: 01-07-2023

Tiempo de revisión del artículo : 38 (en días) | Media de tiempo de revisión de los manuscritos del número 76: -6 (en días)

Tiempo de aceptación del artículo: 59 (en días) | Media tiempo aceptación de los manuscritos del número 76: 72 (en días)

Tiempo de edición OnlineFirst: 142 (en días) | Media tiempo edición de los OnlineFirst del número 76: 155 (en días)

Tiempo de publicacicón final del artículo: 187 (en días) | Media tiempo de publicación final de los articulos del número 76: 200 (en días)

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