Neurodivergences

2022 - 2026

From Ediciones Neurodivergencias
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Volume 5, month January, 2026

Neurodiversity in education, the inclusion that is not seen pp. 292

Edgar Eduardo Delgado Guerrero

Qualitative Assessment of ADHD Impact on the School and Emotional Environment of an Ecuadorian Student pp. 294

Kassandra Anais Alban Mendoza and Yisell Vigoa Escobedo

Psychopedagogical strategies for the educational inclusion of students with attention deficit hyperactivity disorder pp. 297

Jazmin Antonia Velez Aguirre and Yisell Vigoa Escobedo

The Gut – Brain Axis in Autism: Pediatric Perspectives pp. 298

Rosali Santiago Roibal, Marlon Carbonell González, Deborah Cabrera Rodríguez and Arlenis Linares Marrero

Training of mentors to strengthen inclusive care for students with Autism Spectrum Disorder pp. 300

Andrés Daniel Cevallos

Late Diagnosis of Inattentive ADHD in a School-Aged Child Without Hyperactivity: A Comprehensive Therapeutic Approach pp. 302

Kassandra Anais Alban Mendoza and Yisell Vigoa Escobedo

Psychopedagogical strategies for the inclusion of students with ADHD in basic education pp. 303

Jazmin Antonia Velez Aguirre and Yisell Vigoa Escobedo

Volume 4, month January, 2025

Autism and neurodevelopmental disorders pp. 162

Alfredo Carlos Rodríguez-Portelles

Deletion of the short arm of chromosome 20 in a girl with neurodevelopmental disorders pp. 174

Alina García García, Juan E. Galarza Brito, Luanda Maceiras Rosales, Estela Morales Peralta and Luis A. Méndez Rosado

Relationship between work stress and sleep quality among nursing staff at a Category II-1 hospital in Cajamarca, March 2025 pp. 175

Henry Emerson Medina Vásquez, Diego Leonel Salcedo Osorio, Mauricio Germán Suárez Soto and Segundo Bueno Ordoñez

Didactic strategies to stimulate attentional capacity in children with specific educational needs at the Corina del Parral de Velasco Ibarra Early Education Center pp. 178

Gabriela Gissell Calderón Morales and Juana Esther Franco Rivadeneira

Specific Learning Disabilities: New approaches to understanding and support pp. 180

Andrew Alberto López Sánchez and William Castillo-González

Study Techniques and Academic Performance in Human Medicine at a University in Cajamarca 2024 pp. 182

Ángela Rubí Gonzales Carranza, Manuel Antonio Huamán Florián, Enzo Bazualdo Fiorini, Teddy William Saavedra Alvarado and Miriam Adelis Leyva Chávez

Use of social networks and sleep quality in students of basic sciences of human medicine in Cajamarca - Peru 2025 pp. 187

Joyce Lizeth Pérez Terán, Jhan Carlos Díaz Mondragón, Diego Jesús Villoslada Delgado, Enzo Renato Bazualdo Fiorini and Segundo Bueno-Ordoñez

Attention Deficit Hyperactivity Disorder: Advances in Epidemiology, Pathogenesis, and Neurobiology pp. 189

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 and Isaura Santander Oberson

Unraveling ADHD: Evidence, controversies, and new therapeutic opportunities pp. 190

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 and Jhossmar Cristians Auza-Santivañez

Coping strategies and academic stress in students at a pre-university academy in Cajamarca, March 2025 pp. 198

Ayay Chilón Benjamin, Belén Etelvina Correa Marín, Leslie Cardenas Huaripata and Segundo Bueno Ordoñez

Autism Spectrum Disorder and Use of Medical Cannabis pp. 199

Juliana Matheu and Patrícia Salguero

Augmented Reality Interventions in Speech Therapy for Autism Spectrum Disorder pp. 203

Ana María Chaves Cano

Attention and diversity in early education: bases, strategies and normative framework pp. 206

Gabriela Gissell Calderón Morales and Juana Esther Franco Rivadeneira

Early interventions in children with Autism Spectrum Disorder (ASD) pp. 207

Mauricio Prata dos Santos and Patricia Salguero

The efficacy of the use of cannabidiol in the treatment of children with Autism Spectrum Disorder pp. 210

Brício Barbosa Ferreira and Patricia Salguero

High Intellectual Ability and Twice-Exceptionality pp. 216

Javier Gonzalez-Argote

From recognition to impact: communicational inclusion of children and adolescents with ASD in the Chilean justice system pp. 220

Flavia Constanza Salvo Reyes, Samir Eduardo Mauad Gómez and Mario Antonio Silva Leal

Study skills in people with ADHD: a systematic review of the medical evidence pp. 223

Sofia Julieta Gonzalez and Romina Martínez Leardi

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 pp. 225

Flavia Constanza Salvo Reyes, Samir Eduardo Mauad Gómez and Mario Antonio Silva Leal

Learning Differences and Specific Learning Disabilities: A Neurocognitive and Educational Analysis pp. 232

Lucía Germán Flores

Relationship between academic burnout and perceived stress in Cuban psychology university students pp. 240

José Antonio Rodríguez Vázquez, Josefa María Gutiérrez Cordoví, Mirian Felicia González Llanesa and Damian Valdés Santiago

Attention Deficit Hyperactivity Disorder (ADHD): A review of the executive dysfunction, attention regulation, hyperfocus, and compensatory strategies across the lifespan pp. 244

Karla Padín Concepción

Mental health in Neurodevelopmental disabilities: Challenges and approaches pp. 249

Félix Antonio Rego Rodríguez

Emotional education and learning outcomes in students with diverse cognitive profiles: a literature review pp. 250

Kassandra Anais Alban Mendoza and Yisell Vigoa Escobedo

Specific Learning Disorders: Neurobiological Foundations, Differential Diagnosis, and Educational Implications pp. 268

Lucía Germán Flores

Volume 3, month January, 2024

Early Education Conditions for the Inclusion of Children with ASD. Teachers' perceptions on inclusive policies in a private preschool, Villavicencio-Colombia pp. 104

Helga Tatiana Vélez Reina and Gina Viviana Morales Acosta

Bibliometric analysis of neuroscience publications in the Electronic Medical Journal pp. 105

Mario Javier Garcés Ginarte, Letier Perez Ortiz and Angel Manuel Puig Negret

From wounding to plasticity: an integrated framework for trauma pp. 106

Mónica Cecilia Benavidez Arellano, Julián Espinales Villacis and Santiago Guerrero Vincen

Early childhood and human development in the framework of educational inclusion pp. 107

Helga Tatiana Vélez Reina and Gina Viviana Morales Acosta

Intercultural speech therapy and communicative accessibility in deaf diversity pp. 110

Vanessa Labbé Ruiz, Nicolás Quinteros Torreblanca, Felipe Solar Berrios and Francisca Viveros Hernández

Healthy nutrition and multimodal narrative, vocabulary in chilean sign language about snacks for schoolchildren with deaf diversity pp. 113

Gina Viviana Morales Acosta, Marcela Vega Saavedra, Jeraly Tamara González González, Javiera Paz Maya Orellana, Cesia Rachel Robles Ancco and Geraldine Nicol Muñoz Pereira

Educational Ecosystems and Inclusion: Changing Perspectives: Children Beyond Diagnoses pp. 116

Rocío Macarena Celli and Sandra del Valle Soria

Deaf Diversity and Communicative Accessibility: Inventory of basic vocabulary in chilean sign language in eight public places in Antofagasta, Chile pp. 118

Vanessa Labbé Ruiz, Nicolás Quinteros Torreblanca, Felipe Solar Berrios and Francisca Viveros Hernández

Differences in attention and executive function pp. 121

Javier González-Argote and Denis Gonzalez-Argote

Teaching brain-compatible teaching: from neural theory to classroom practice pp. 122

Lilian Maritza Carrera Ramos and María Celeste Olmos Vélez

Inclusive education and curriculum adaptations: strategies for school equity pp. 124

Rocío Macarena Celli and Sandra del Valle Soria

Current developments in autism and neurodevelopmental disorders: research and practice pp. 127

Erika Silvia Stolino and Carlos Jesús Canova-Barrios

Trauma in Freudian psychoanalysis and its articulation with neuroscience pp. 128

Mónica Cecilia Benavidez Arellano, Julián Espinales Villacis and Santiago Guerrero Vincen

Update on twice-exceptional learners and their educational needs pp. 129

Emanuel Maldonado

Family-centered models and benefits of a multidisciplinary approach in children with Autism Spectrum Disorder pp. 130

Camila Paz Jorquera Gallardo, Simón Ignacio Pereira Bruna and Pedro Di Vicenzi Sánchez

Neuro functions and psychomotor skills in early childhood: critical synthesis of evidence 0-3 years pp. 132

Maikel José Aragundi Pascual, Alan José Nieto Bastidas and María José Alameda González

Rapid review: intervention strategies for children aged 4 to 12 with a diagnosis of autism spectrum disorder who have neuromotor disorders pp. 136

Camila Paz Jorquera Gallardo, Simón Ignacio Pereira Bruna and Pedro Di Vicenzi Sánchez

Neurocognitive and educational frameworks used to support students with conditions such as dyslexia, dyscalculia, dysgraphia, and dyspraxia pp. 137

Emmanuel Zayas Fundora and Jaguer Javier Mora Mejia

Psycho-pedagogical strategies for the inclusion of students with ADHD in basic education pp. 141

Jazmín Antonia Velez Aguirre and Yisell Vigoa Escobedo

Giftedness and double exceptionality pp. 143

Andrew Alberto López Sánchez and William Castillo-González

Neuroscience as a mediator of mathematical learning in General Basic Education pp. 144

Lilian Maritza Carrera Ramos and María Celeste Olmos Vélez

Giftedness and double exceptionality: identification, support and development pp. 146

Jose Ignacio Robaina Castillo

Educational ecosystem and RTI for ADHD care in school settings pp. 147

Jazmín Antonia Velez Aguirre and Yisell Vigoa Escobedo

Proposal for neurofunctional psychomotor training in children aged 0 to 3 years, aimed at psychologists and educators pp. 148

Maikel José Aragundi Pascual, Alan José Nieto Bastidas and María José Alameda González

DUA and multimodal storytelling: improving school meals and performance in deaf schoolchildren pp. 149

Gina Viviana Morales Acosta, Marcela Vega Saavedra, Jeraly Tamara González González, Javiera Paz Maya Orellana, Cesia Rachel Robles Ancco and Geraldine Nicol Muñoz Pereira