Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review

Lara, Marisela Hernández; Caro, Karina; Martínez-García, Ana I.

doi:10.1016/j.ridd.2023.104467

Cited by 5 publications

(1 citation statement)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cognitive deficits in individuals with DDs manifests as impairments in executive functions, attention spans, and language competency [5][6][7]. These individuals also demonstrate weaknesses in the fundamental brain functions of emotion and behavioral regulation through various challenges such as elevated anxiety and depression symptoms and aggressive behaviors compared to their counterparts without such disabilities [8][9][10]. Motor skills are contingent upon neural function and the interplay of physical practice with environmental feedback, and individuals with DDs consistently exhibit lower levels of motor planning, control, and coordination relative to those without DDs [11,12].…”

Section: Introductionmentioning

confidence: 99%

Effects of Digital Interventions on Neuroplasticity and Brain Function of Individuals With Developmental Disabilities: A Systematic Review (Preprint)

Lee,

Shin,

Choi

et al. 2024

Preprint

View full text Add to dashboard Cite

BACKGROUND Developmental disabilities (DDs) impact individuals’ cognitive, psychological, and motor functions, and those with DDs show specific neural differences. Research suggests the importance of interventions to enhance neuroplasticity, which is the brain’s ability to adapt to stimuli, as well as effectiveness of digital interventions for this population. However, there is a lack of comprehensive review on intervention outcomes from relevant existing studies. OBJECTIVE This systematic review aimed to investigate the effects of digital interventions on neuroplasticity and neural functions of individuals with DDs. METHODS Based on the Joanna Briggs Institute guidelines, a systematic review was conducted on PubMed, PsycINFO, CINAHL, and Scopus databases. Studies that focused on digital interventions to enhance neuroplasticity of individuals with DDs and used neuroimaging methods to evaluate the effectiveness were included. The results of the current review were synthesized based on Roy’s adaptation model. RESULTS Of the 2824 retrieved studies, 30 were included in this review. The included studies used cognitive training, neurofeedback, and social cognitive training integrated with digital devices, mostly virtual reality. Neuroimaging results after digital interventions demonstrated changes in brain wave patterns and increased activation in certain regions. Behavioral assessments exhibited significant improvements including attention- deficit/hyperactivity disorder symptoms, attention, emotional recognition, and social skills than before the intervention. CONCLUSIONS Digital interventions are promising in enhancing neural functions and neuroplasticity in individuals with DDs. Further studies with diverse methodologies and a broader spectrum of DDs are essential to fully understand the potential of digital interventions in neurodevelopmental challenges among the population.

show abstract

Section: Introductionmentioning

confidence: 99%

Effects of Digital Interventions on Neuroplasticity and Brain Function of Individuals With Developmental Disabilities: A Systematic Review (Preprint)

Lee,

Shin,

Choi

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

Use of Technologies to Improve Quality of Life and Well-Being in People with Autism (ASD) and Chronic Anxiety and/or Depression from a Gender Perspective

Benedicto Rodriguez,

Zorrilla-Muñoz,

Agulló-Tomás

et al. 2024

Communications in Computer and Information Science

View full text Add to dashboard Cite

Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism

Kalemkuş

2024

Research in Spec Educ Needs

View full text Add to dashboard Cite

The purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and 2023, 452 articles were retrieved from ScienceDirect, Web of Science, SpringerLink, ERIC, Google Scholar, SOBIAD, Taylor & Francis and SCOPUS databases on the use of instructional technologies in the education of students with intellectual disabilities or autism. The analysis included 128 articles that met the research criteria. The research indicates that publications on instructional technologies for individuals diagnosed with intellectual disabilities were mostly published in 2019, 2020 and 2021. Among these technologies, technology‐supported learning and augmented reality were found to be the most preferred. These studies focused on the effects of instructional technologies on communication and social skills. They were mostly conducted on students aged 15–25. Publications for individuals diagnosed with autism were mostly published in 2022. These individuals have mostly preferred technology‐supported learning, virtual reality and robot‐assisted learning as instructional technologies. These studies focused on the effects of instructional technologies on communication and social skills in students aged 5–10.

show abstract

Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review

Cited by 5 publications

References 61 publications

Effects of Digital Interventions on Neuroplasticity and Brain Function of Individuals With Developmental Disabilities: A Systematic Review (Preprint)

Effects of Digital Interventions on Neuroplasticity and Brain Function of Individuals With Developmental Disabilities: A Systematic Review (Preprint)

Use of Technologies to Improve Quality of Life and Well-Being in People with Autism (ASD) and Chronic Anxiety and/or Depression from a Gender Perspective

Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism

Contact Info

Product

Resources

About