REALIDADE VIRTUAL, TECNOLOGIAS DIGITAIS E TÉCNICAS DE RELIGAÇÃO DO CÉREBRO PARA INTERVENÇÃO NO TRANSTORNO DE DÉFICIT DE ATENÇÃO/HIPERATIVIDADE (TDAH)
DOI:
https://doi.org/10.47820/jht.v2i2.37Palavras-chave:
TDAH, religação cerebral, neuroplasticidade, terapia cognitivo-comportamental, intervenções baseadas em mindfulness, neurofeedback, PNL, hipnose clínica, exercício, yoga, musicoterapia, exercícios de memória de trabalho, realidade virtualResumo
O transtorno de déficit de atenção/hiperatividade (TDAH) é um transtorno do neurodesenvolvimento que afeta a função cognitiva, o comportamento e a interação social. Embora a medicação e a terapia comportamental sejam o padrão de tratamento para o TDAH, surgiram intervenções complementares e alternativas que alavancam a neuroplasticidade do cérebro, como técnicas de religação do cérebro e tecnologias digitais. Essas técnicas, incluindo terapia cognitivo-comportamental, intervenções baseadas em mindfulness, neurofeedback, Programação Neurolinguística, hipnose clínica, exercícios, ioga, musicoterapia e exercícios de memória de trabalho, visam modificar a função e a estrutura do cérebro para melhorar a função cognitiva , autorregulação e qualidade de vida geral em indivíduos com TDAH. Além disso, a realidade virtual tem se mostrado promissora como uma ferramenta potencial para melhorar o controle da atenção e reduzir os sintomas do TDAH. Esta revisão da literatura fornece uma visão geral da eficácia das técnicas de religação do cérebro, incluindo PNL e hipnose clínica, bem como exercícios, ioga, musicoterapia e exercícios de memória de trabalho para o TDAH, e a utilidade potencial da realidade virtual para o tratamento do TDAH.
Downloads
Referências
Abdollahian, E., Mokhber, N., Balaghi, A., & Moharrari, F. (2013). The effectiveness of cognitive-behavioural play therapy on the symptoms of attention-deficit/hyperactivity disorder in children aged 7–9 years. ADHD Attention Deficit and Hyperactivity Disorders, 5, 41-46. DOI: https://doi.org/10.1007/s12402-012-0096-0
Ackermann, S., Halfon, O., Fornari, E., Urben, S., & Bader, M. (2018). Cognitive Working Memory Training (CWMT) in adolescents suffering from Attention-Deficit/Hyperactivity Disorder (ADHD): A controlled trial taking into account concomitant medication effects. Psychiatry research, 269, 79-85. DOI: https://doi.org/10.1016/j.psychres.2018.07.036
Agarwal, N., & Sarthi, P. (2020). Efficacy of yoga and mindfulness as a potential intervention for children with ADHD: a review study. Indian Journal of Positive Psychology, 11(3), 191-196.
Al-Saad, M. S. H., Al-Jabri, B., & Almarzouki, A. F. (2021). A Review of Working Memory Training in the Management of Attention Deficit Hyperactivity Disorder. Frontiers in behavioral neuroscience, 15, 686873. https://doi.org/10.3389/fnbeh.2021.686873 DOI: https://doi.org/10.3389/fnbeh.2021.686873
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596 DOI: https://doi.org/10.1176/appi.books.9780890425596
Arns, M., Heinrich, H., & Strehl, U. (2014). Evaluation of neurofeedback in ADHD: the long and winding road. Biological psychology, 95, 108–115. https://doi.org/10.1016/j.biopsycho.2013.11.013 DOI: https://doi.org/10.1016/j.biopsycho.2013.11.013
Auclair, V., Harvey, P. O., & Lepage, M. (2016). La thérapie cognitive-comportementale dans le traitement du TDAH chez l'adulte [Cognitive Behavioral Therapy and the Treatment of ADHD in Adults]. Sante mentale au Quebec, 41(1), 291–311. DOI: https://doi.org/10.7202/1036976ar
Beik, Meysam, Maryam Nezakat Alhosseini, Rokhsareh Badami, and Ahmad Abedi. "The effect of yoga training on executive functions in children with ADHD." Journal of Exceptional children 14, no. 2 (2014): 17-32.
Benzing, V., Chang, Y. K., & Schmidt, M. (2018). Acute physical activity enhances executive functions in children with ADHD. Scientific reports, 8(1), 12382. DOI: https://doi.org/10.1038/s41598-018-30067-8
Bink, M., van Nieuwenhuizen, C., Popma, A., Bongers, I. L., & van Boxtel, G. J. (2015). Behavioral effects of neurofeedback in adolescents with ADHD: a randomized controlled trial. European child & adolescent psychiatry, 24(9), 1035–1048. https://doi.org/10.1007/s00787-014-0655-3 DOI: https://doi.org/10.1007/s00787-014-0655-3
Brewer, J. A., Worhunsky, P. D., Gray, J. R., Tang, Y. Y., Weber, J., & Kober, H. (2011). Meditation experience is associated with differences in default mode network activity and connectivity. Proceedings of the National Academy of Sciences, 108(50), 20254-20259. DOI: https://doi.org/10.1073/pnas.1112029108
Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., Vanpatter, M., ... & Kramer, A. F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain research, 1358, 172-183. DOI: https://doi.org/10.1016/j.brainres.2010.08.049
Chou, C. C., & Huang, C. J. (2017). Effects of an 8-week yoga program on sustained attention and discrimination function in children with attention deficit hyperactivity disorder. PeerJ, 5, e2883. https://doi.org/10.7717/peerj.2883 DOI: https://doi.org/10.7717/peerj.2883
Cohen, S. C. L., Harvey, D. J., Shields, R. H., Shields, G. S., Rashedi, R. N., Tancredi, D. J., Angkustsiri, K., Hansen, R. L., & Schweitzer, J. B. (2018). Effects of Yoga on Attention, Impulsivity, and Hyperactivity in Preschool-Aged Children with Attention-Deficit Hyperactivity Disorder Symptoms. Journal of developmental and behavioral pediatrics : JDBP, 39(3), 200–209. https://doi.org/10.1097/DBP.0000000000000552 DOI: https://doi.org/10.1097/DBP.0000000000000552
Cortese, S., Ferrin, M., Brandeis, D., Holtmann, M., Aggensteiner, P., Daley, D., Santosh, P., Simonoff, E., Stevenson, J., Stringaris, A., Sonuga-Barke, E., European ADHD Guidelines Group (EAGG), & European ADHD Guidelines Group (EAGG). (2016). Neurofeedback for attention-deficit/hyperactivity disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child and Adolescent Psychiatry, 55(6), 444–455. https://doi.org/10.1016/j.jaac.2016.03.007 DOI: https://doi.org/10.1016/j.jaac.2016.03.007
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., ... & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological medicine, 47(6), 990-999. doi: 10.1017/S0033291716003317 DOI: https://doi.org/10.1017/S0033291716003317
Dentz, A., Guay, M. C., Parent, V., & Romo, L. (2020). Working Memory Training for Adults With ADHD. Journal of attention disorders, 24(6), 918–927. https://doi.org/10.1177/1087054717723987 DOI: https://doi.org/10.1177/1087054717723987
Drigas, A., Mitsea, E., & Skianis, C. (2021). Neuro-Linguistic Programming, Positive Psychology & VR in Special Education. Scientific Electronic Archives, 15(1). https://doi.org/10.36560/15120221497
Drigas, A., Mitsea, E., & Skianis, C. (2021). The role of clinical hypnosis and VR in special education. International Journal of Recent Contributions from Engineering Science & IT (iJES), 9(4), 4-17.
Drigas, A., Mitsea, E., & Skianis, C. (2022). Clinical Hypnosis & VR, Subconscious Restructuring-Brain Rewiring & the Entanglement with the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences. International Journal of Online & Biomedical Engineering, 18(1).
Drigas, A., Mitsea, E., & Skianis, C. (2022). Virtual reality and metacognition training techniques for learning disabilities. Sustainability, 14(16), 10170.
Enriquez-Geppert, S., Smit, D., Pimenta, M. G., & Arns, M. (2019). Neurofeedback as a Treatment Intervention in ADHD: Current Evidence and Practice. Current psychiatry reports, 21(6), 46. https://doi.org/10.1007/s11920-019-1021-4 DOI: https://doi.org/10.1007/s11920-019-1021-4
Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018). Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 47(2), 157–198. DOI: https://doi.org/10.1080/15374416.2017.1390757
Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7, 34-45. DOI: https://doi.org/10.1007/s12671-015-0389-4
Frodl, T., & Skokauskas, N. (2012). Meta‐analysis of structural MRI studies in children and adults with attention deficit hyperactivity disorder indicates treatment effects. Acta Psychiatrica Scandinavica, 125(2), 114-126. DOI: https://doi.org/10.1111/j.1600-0447.2011.01786.x
Gevensleben, H., Kleemeyer, M., Rothenberger, L. G., Studer, P., Flaig-Röhr, A., Moll, G. H., Rothenberger, A., & Heinrich, H. (2014). Neurofeedback in ADHD: further pieces of the puzzle. Brain topography, 27(1), 20–32. https://doi.org/10.1007/s10548-013-0285-y DOI: https://doi.org/10.1007/s10548-013-0285-y
Gkora, V., & Karabatzaki, Z. (2023). Motivation in Learning Disabilities and the impact of ICTs. TechHub Journal, 3, 14-26. DOI: https://doi.org/10.7748/ldp.26.2.14.s6
Gkora, V., & Stathopoulou, A. (2022). Emotional and Behavioral Disorders/Difficulties in the School Context and the Role of ICTs: A Literature Review. EIET, 2(3), 1-11. https://doi.org/10.35745/eiet2022v02.03.0001 DOI: https://doi.org/10.35745/eiet2022v02.03.0001
Heinrich, H., Gevensleben, H., & Strehl, U. (2007). Annotation: neurofeedback - train your brain to train behaviour. Journal of child psychology and psychiatry, and allied disciplines, 48(1), 3–16. https://doi.org/10.1111/j.1469-7610.2006.01665.x DOI: https://doi.org/10.1111/j.1469-7610.2006.01665.x
Hiltunen, S., Virta, M. A. A. R. I. T., Salakari, A. N. I. T. A., Antila, M. E. R. V. I., Chydenius, E., Kaski, M., & Partinen, M. (2014). Better long-term outcome for hypnother-apy than for CBT in adults with ADHD: results of a six-month follow-up. Contemporary Hypnosis & Integrative Therapy, 30(3), 118–134
Inbavanan, R., & Sathiyaseelan, A. (n.d.). Alternate Therapy: A boon for symptoms like ADHD in children?
Jeyanthi, N., Arumugam, N., & Parasher, R. (2016). Evaluating the effectiveness of Neurolinguistic Programming and structured Exercises on Motor Skills, Physical fitness and Attention in an ADHD child: A Case Study. International Journal of Current Research, 8, 2016-2021.
Jolles, D. D., van Buchem, M. A., Crone, E. A., & Rombouts, S. A. (2013). Functional brain connectivity at rest changes after working memory training. Human brain mapping, 34(2), 396–406. https://doi.org/10.1002/hbm.21444 DOI: https://doi.org/10.1002/hbm.21444
Kamp, C. F., Sperlich, B., & Holmberg, H. C. (2014). Exercise reduces the symptoms of attention-deficit/hyperactivity disorder and improves social behaviour, motor skills, strength and neuropsychological parameters. Acta Paediatrica, 103(7), 709-714. DOI: https://doi.org/10.1111/apa.12628
Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews, 74, 163-184. DOI: https://doi.org/10.1016/j.neubiorev.2017.01.007
Kudliskis, V. (2014). Teaching assistants, neuro-linguistic programming (NLP) and special educational needs: ‘reframing’ the learning experience for students with mild SEN. Pastoral Care in Education, 32(4), 251-263. DOI: https://doi.org/10.1080/02643944.2014.960533
Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with ADHD as Implemented by School Mental Health Providers. School psychology review, 41(3), 342–364. DOI: https://doi.org/10.1080/02796015.2012.12087514
Lashkarian, A., & Sayadian, S. (2015). The effect of Neuro Linguistic Programming (NLP) techniques on young Iranian EFL Learners’ motivation, learning improvement, and on teacher's success. Procedia-Social and Behavioral Sciences, 199, 510-516. DOI: https://doi.org/10.1016/j.sbspro.2015.07.540
Lee, C. S. C., Chen, T. T., Gao, Q., Hua, C., Song, R., & Huang, X. P. (2022). The Effects of Theta/Beta-based Neurofeedback Training on Attention in Children with Attention Deficit Hyperactivity Disorder: A Systematic Review and Meta-analysis. Child psychiatry and human development, 10.1007/s10578-022-01361-4. Advance online publication. https://doi.org/10.1007/s10578-022-01361-4 DOI: https://doi.org/10.1007/s10578-022-01361-4
Lee, C. S. C., Ng, K. H., Chan, P. C. K., & Peng, X. (2022). Effectiveness of mindfulness parent training on parenting stress and children's ADHD-related behaviors: A systematic review and meta-analysis. Hong Kong journal of occupational therapy : HKJOT, 35(1), 3–24. DOI: https://doi.org/10.1177/15691861211073826
Liu, K., Cho, S. S., Wang, M., & Leung, A. W. S. (2017). A randomized controlled trial of working memory training with visual spatial emphasis in children with ADHD and memory deficits. Child Neuropsychology, 23(4), 381-399.
Lo, H. H., Wong, S. Y., Wong, J. Y., Wong, S. W., & Yeung, J. W. (2016). The effect of a family-based mindfulness intervention on children with attention deficit and hyperactivity symptoms and their parents: design and rationale for a randomized, controlled clinical trial (Study protocol). BMC psychiatry, 16, 65. https://doi.org/10.1186/s12888-016-0773-1 DOI: https://doi.org/10.1186/s12888-016-0773-1
Mayer-Benarous, H., Benarous, X., Vonthron, F., & Cohen, D. (2021). Music Therapy for Children With Autistic Spectrum Disorder and/or Other Neurodevelopmental Disorders: A Systematic Review. Frontiers in psychiatry, 12, 643234. https://doi.org/10.3389/fpsyt.2021.643234 DOI: https://doi.org/10.3389/fpsyt.2021.643234
Meppelink, R., de Bruin, E. I., & Bögels, S. M. (2016). Meditation or Medication? Mindfulness training versus medication in the treatment of childhood ADHD: a randomized controlled trial. BMC psychiatry, 16, 267. https://doi.org/10.1186/s12888-016-0978-3 DOI: https://doi.org/10.1186/s12888-016-0978-3
Mitchell, J. T., McIntyre, E. M., English, J. S., Dennis, M. F., Beckham, J. C., & Kollins, S. H. (2017). A Pilot Trial of Mindfulness Meditation Training for ADHD in Adulthood: Impact on Core Symptoms, Executive Functioning, and Emotion Dysregulation. Journal of attention disorders, 21(13), 1105–1120. https://doi.org/10.1177/1087054713513328 DOI: https://doi.org/10.1177/1087054713513328
Pappas, M. A., & Drigas, A. S. (2019). Computerized Training for Neuroplasticity and Cognitive Improvement. Int. J. Eng. Pedagog., 9(4), 50-62.
Park, J. I., Lee, I. H., Lee, S. J., Kwon, R. W., Choo, E. A., Nam, H. W., & Lee, J. B. (2023). Effects of music therapy as an alternative treatment on depression in children and adolescents with ADHD by activating serotonin and improving stress coping ability. BMC Complementary Medicine and Therapies, 23(1), 1-14. DOI: https://doi.org/10.1186/s12906-022-03832-6
Petsche, A. (2016). The effect of yoga on attention in students diagnosed with ADHD
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9 DOI: https://doi.org/10.1007/s12671-022-01885-9
Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345-365. doi: 10.1111/jcpp.12381 DOI: https://doi.org/10.1111/jcpp.12381
Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33(8), 1237-1252. DOI: https://doi.org/10.1016/j.cpr.2013.08.005
Rizzo AS, Koenig ST (2017) Is clinical virtual reality ready for primetime? Neuropsychology 31:877–899. https://doi.org/10.1037/neu0000405 . DOI: https://doi.org/10.1037/neu0000405
Romero-Ayuso, D., Toledano-González, A., Rodríguez-Martínez, M. del C., Arroyo-Castillo, P., Triviño-Juárez, J. M., González, P., Ariza-Vega, P., et al. (2021). Effectiveness of Virtual Reality-Based Interventions for Children and Adolescents with ADHD: A Systematic Review and Meta-Analysis. Children, 8(2), 70. MDPI AG. Retrieved from http://dx.doi.org/10.3390/children8020070 DOI: https://doi.org/10.3390/children8020070
Sawni, A., & Breuner, C. C. (2017). Clinical hypnosis, an effective mind–body modality for adolescents with behavioral and physical complaints. Children, 4(4), 19. DOI: https://doi.org/10.3390/children4040019
Sciberras, E., Efron, D., Patel, P., Mulraney, M., Lee, K. J., Mihalopoulos, C., Engel, L., Rapee, R. M., Anderson, V., Nicholson, J. M., Schembri, R., & Hiscock, H. (2019). Does the treatment of anxiety in children with Attention-Deficit/Hyperactivity Disorder (ADHD) using cognitive behavioral therapy improve child and family outcomes? Protocol for a randomized controlled trial. BMC psychiatry, 19(1), 359. https://doi.org/10.1186/s12888-019-2276-3 DOI: https://doi.org/10.1186/s12888-019-2276-3
Shema-Shiratzky, S., Brozgol, M., Cornejo-Thumm, P., Geva-Dayan, K., Rotstein, M., Leitner, Y., Hausdorff, J. M., & Mirelman, A. (2019). Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder: brief report. Developmental neurorehabilitation, 22(6), 431–436. https://doi.org/10.1080/17518423.2018.1476602 DOI: https://doi.org/10.1080/17518423.2018.1476602
Sonuga-Barke, E. J. S., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., Stevenson, J., Danckaerts, M., van der Oord, S., Döpfner, M., Dittmann, R. W., Simonoff, E., Zuddas, A., Banaschewski, T., Buitelaar, J., Coghill, D., Hollis, C., Konofal, E., Lecendreux, M., … European ADHD Guidelines Group (EAGG) (2013). Nonpharmacological interventions for ADHD: Systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. The American Journal of Psychiatry, 170(3), 275–289. https://doi.org/10.1176/appi.ajp.2012.12070991 DOI: https://doi.org/10.1176/appi.ajp.2012.12070991
Sprich, S. E., Safren, S. A., Finkelstein, D., Remmert, J. E., & Hammerness, P. (2016). A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents. Journal of child psychology and psychiatry, and allied disciplines, 57(11), 1218–1226. https://doi.org/10.1111/jcpp.12549 DOI: https://doi.org/10.1111/jcpp.12549
Tercelli,I. & Ferreira,N.(2019).A systematic review of mindfulness based interventions for children and young people with ADHD and their parents. Global Psychiatry,2(1) 79-95. https://doi.org/10.2478/gp-2019-0007 DOI: https://doi.org/10.2478/gp-2019-0007
Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994-e1001. doi: 10.1542/peds.2014-3482 DOI: https://doi.org/10.1542/peds.2014-3482
Tosey, P., & Mathison, J. (2010). Neuro-linguistic programming as an innovation in education and teaching. Innovations in Education and Teaching International, 47(3), 317-326. DOI: https://doi.org/10.1080/14703297.2010.498183
van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD. Journal of child and family studies, 21(5), 775–787. https://doi.org/10.1007/s10826-011-9531-7 DOI: https://doi.org/10.1007/s10826-011-9531-7
Virta, M., Hiltunen, S., Mattsson, M., & Kallio, S. (2015). The impact of hypnotic suggestions on reaction times in continuous performance test in adults with ADHD and healthy controls. Plos one, 10(5), e0126497. DOI: https://doi.org/10.1371/journal.pone.0126497
Voss, M. W., Vivar, C., Kramer, A. F., & van Praag, H. (2013). Bridging animal and human models of exercise-induced brain plasticity. Trends in cognitive sciences, 17(10), 525-544. DOI: https://doi.org/10.1016/j.tics.2013.08.001
Voss, P., Thomas, M. E., Cisneros-Franco, J. M., & de Villers-Sidani, É. (2017). Dynamic brains and the changing rules of neuroplasticity: implications for learning and recovery. Frontiers in psychology, 8, 1657. DOI: https://doi.org/10.3389/fpsyg.2017.01657
Vysniauske, R., Verburgh, L., Oosterlaan, J., & Molendijk, M. L. (2020). The Effects of Physical Exercise on Functional Outcomes in the Treatment of ADHD: A Meta-Analysis. Journal of Attention Disorders, 24(5), 644–654. https://doi.org/10.1177/1087054715627489 DOI: https://doi.org/10.1177/1087054715627489
Weyandt, L. L., Clarkin, C. M., Holding, E. Z., May, S. E., Marraccini, M. E., Gudmundsdottir, B. G., ... & Thompson, L. (2020). Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature. Clinical and Translational Neuroscience, 4(2), 21. DOI: https://doi.org/10.1177/2514183X20974231
Zangiacomi A, Flori V, Greci L, Scaglione A, Arlati S, Bernardelli G. An immersive virtual reality-based application for treating ADHD: A remote evaluation of acceptance and usability. DIGITAL HEALTH. 2022;8. doi:10.1177/20552076221143242 DOI: https://doi.org/10.1177/20552076221143242
Zhang, F., Liu, K., An, P., You, C., Teng, L., & Liu, Q. (2017). Music therapy for attention deficit hyperactivity disorder (ADHD) in children and adolescents. The Cochrane Database of Systematic Reviews, 2017(5). DOI: https://doi.org/10.1002/14651858.CD010032.pub2
Ziereis, S., & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Research in developmental disabilities, 38, 181-191. DOI: https://doi.org/10.1016/j.ridd.2014.12.005
Stavridou Th., Driga, A.M., Drigas, A.S., 2021. Blood Markers in Detection of Autism, International Journal of Recent Contributions from Engineering Science & IT (iJES) 9(2):79-86. DOI: https://doi.org/10.3991/ijes.v9i2.21283
Zavitsanou, A., & Drigas, A. (2021). Nutrition in mental and physical health. Technium Soc. Sci. J., 23, 67. DOI: https://doi.org/10.47577/tssj.v23i1.4126
Driga, A.M., Drigas, A.S. 2019 “Climate Change 101: How Everyday Activities Contribute to the Ever-Growing Issue”, International Journal of Recent Contributions from Engineering, Science & IT, vol. 7(1), pp. 22-31. https://doi.org/10.3991/ijes.v7i1.10031 DOI: https://doi.org/10.3991/ijes.v7i1.10031
Driga, A.M., and Drigas, A.S. 2019 “ADHD in the Early Years: Pre-Natal and Early Causes and Alternative Ways of Dealing.” International Journal of Online and Biomedical Engineering (IJOE), vol. 15, no. 13, p. 95., doi:10.3991/ijoe.v15i13.11203 DOI: https://doi.org/10.3991/ijoe.v15i13.11203
Stathopoulou, et all 2018, Mobile assessment procedures for mental health and literacy skills in education. International Journal of Interactive Mobile Technologies, 12(3), 21-37, DOI: https://doi.org/10.3991/ijim.v12i3.8038
Drigas, A., Kokkalia, G. & Lytras, M. D. (2015). Mobile and Multimedia Learning in Preschool Education. J. Mobile Multimedia, 11(1-2), 119–133.
Kokkalia G, AS Drigas, A Economou 2016 Mobile learning for preschool education. International Journal of Interactive Mobile Technologies 10 (4) DOI: https://doi.org/10.3991/ijim.v10i4.6021
Stathopoulou A, Karabatzaki Z, Tsiros D, Katsantoni S, Drigas A, 2019 Mobile apps the educational solution for autistic students in secondary education Journal of Interactive Mobile Technologies 13 (2), 89-101 DOI: https://doi.org/10.3991/ijim.v13i02.9896
Drigas A, DE Dede, S Dedes 2020 Mobile and other applications for mental imagery to improve learning disabilities and mental health International Journal of Computer Science Issues (IJCSI) 17 (4), 18-23
Drigas, A. S., Stavridis, G., & Koukianakis, L. (2004). A Modular Environment for E-learning and E-psychology Applications. WSEAS Transactions on Computers, 3(6), 2062-2067..
Papanastasiou G., Drigas, A. S., Skianis Ch., M. Lytras & E. Papanastasiou, 2018. “Patient-Centric ICTs based Healthcare for students with learning, physical and/or sensory disabilities,” Telemat Inform, vol. 35, no. 4, pp. 654–664, 2018. https://doi. org/10.1016/j.tele.2017.09.002 DOI: https://doi.org/10.1016/j.tele.2017.09.002
Drigas, A., & Kontopoulou, M. T. L. (2016). ICTs based Physics Learning. International Journal of Engineering Pedagogy (iJEP), 6(3), 53-59. https://doi.org/10.3991/ijep.v6i3. 53-59 DOI: https://doi.org/10.3991/ijep.v6i3.5899
Pappas, M., Eleftheria Demertzi, Yannis Papagerasimou, Lefteris Koukianakis, Nikitas Voukelatos, and Drigas, A. S., 2019. Cognitive Based E-Learning Design for Older Adults. Social Sciences 8, 1 (Jan. 2019), 6. https://doi.org/10.3390/socsci801000 DOI: https://doi.org/10.3390/socsci8010006
Drigas, A. S., Lefteris Koukianakis 2009: Government online: An e-government platform to improve public administration operations and services delivery to the citizen. WSKS (1), volume 5736 de Lecture Notes in Computer Science, 523–532. Springer, DOI: https://doi.org/10.1007/978-3-642-04754-1_53
Theodorou, P.; Drigas, A. 2017, ICTs and Music in Generic Learning Disabilities. Int. J. Emerg. Technol. Learn. 12(4), 101–110 DOI: https://doi.org/10.3991/ijet.v12i04.6588
Pappas, M.A., & Drigas, A.S. (2015). ICT based screening tools and etiology of dyscalculia. International Journal of Engineering Pedagogy, (5)3, 61-66. DOI: https://doi.org/10.3991/ijep.v5i3.4735
Drigas, A., & Kostas, I. (2014). On Line and other ICTs Applications for teaching math in Special Education. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 2(4), pp-46. http://dx.doi.org/10.3991/ijes.v2i4.4204 DOI: https://doi.org/10.3991/ijes.v2i4.4204
Alexopoulou, A, Batsou, A, Drigas, A. (2019). Resilience and academic underachievement in gifted students: causes, consequences and strategic methods of prevention and intervention. International Journal of Online and Biomedical Engineering (iJOE), vol. 15, no. 14, pp. 78. DOI: https://doi.org/10.3991/ijoe.v15i14.11251
Drigas, A. & Ioannidou, R. E. (2013). Special education and ICT's. International Journal of Emerging Technologies in Learning 8(2), 41– 47. DOI: https://doi.org/10.3991/ijet.v8i2.2514
Drigas, A., & Papanastasiou, G. (2014). Interactive White Boards in Preschool and Primary Education. International Journal of Online and Biomedical Engineering (iJOE), 10(4), 46–51. https://doi.org/10.3991/ijoe.v10i4.3754 DOI: https://doi.org/10.3991/ijoe.v10i4.3754
Drigas, A. S. and Politi-Georgousi, S. (2019). Icts as a distinct detection approach for dyslexia screening: A contemporary view. International Journal of Online and Biomedical Engineering (iJOE), 15(13):46–60. DOI: https://doi.org/10.3991/ijoe.v15i13.11011
Lizeta N. Bakola, Nikolaos D. Rizos, Drigas, A. S., 2019 “ICTs for Emotional and Social Skills Development for Children with ADHD and ASD Co-existence” International Int. J. Emerg. Technol. Learn., 14(5), 122-131. DOI: https://doi.org/10.3991/ijet.v14i05.9430
Kontostavlou, E.Z., & Drigas, A.S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of Recent Contributions from Engineering, Science and IT, 7(2), 60-67. doi:10.3991/ijes.v7i2.10815 DOI: https://doi.org/10.3991/ijes.v7i2.10815
Drigas, A. S., and Vlachou J. A., 2016. “Information and communication technologies (ICTs) and autistic spectrum disorders (ASD),” Int. J. Recent Contrib. Eng. Sci. IT (iJES), vol. 4, no. 1, p. 4, https://doi.org/10.3991/ijes.v4i1.5352 DOI: https://doi.org/10.3991/ijes.v4i1.5352
Drigas, A. S., Koukianakis, L, Papagerasimou, Y. (2006) “An elearning environment for nontraditional students with sight disabilities.”, Frontiers in Education Conference, 36th Annual. IEEE, p. 23-27. DOI: https://doi.org/10.1109/FIE.2006.322633
Drigas A., and Koukianakis L. 2006 An open distance learning e-system to support SMEs e-enterprising. In proceeding of 5th WSEAS Internationalconference on Artificial intelligence, knowledge engineering, data bases (AIKED 2006). Spain
Drigas A, Petrova A 2014 ICTs in speech and language therapy International Journal of Engineering Pedagogy (iJEP) 4 (1), 49-54 DOI: https://doi.org/10.3991/ijep.v4i1.3280
Bravou V, Oikonomidou D, Drigas A, 2022 Applications of Virtual Reality for Autism Inclusion. A review Retos 45, 779-785 DOI: https://doi.org/10.47197/retos.v45i0.92078
Chaidi I, Drigas A, 2022 "Parents' views Questionnaire for the education of emotions in Autism Spectrum Disorder" in a Greek context and the role of ICTs Technium Social Sciences Journal 33, 73-91 DOI: https://doi.org/10.47577/tssj.v33i1.6878
Bravou V, Drigas A, 2019 A contemporary view on online and web tools for students with sensory & learning disabilities iJOE 15(12) 97 DOI: https://doi.org/10.3991/ijoe.v15i12.10833
Xanthopoulou M, Kokalia G, Drigas A, 2019, Applications for Children with Autism in Preschool and Primary Education. Int. J. Recent Contributions Eng. Sci. IT 7 (2), 4-16 DOI: https://doi.org/10.3991/ijes.v7i2.10335
Chaidi I, Drigas A, C Karagiannidis 2021 ICT in special education Technium Soc. Sci. J. 23, 187 DOI: https://doi.org/10.47577/tssj.v23i1.4277
Vrettaros, J., Tagoulis, A., Giannopoulou, N., & Drigas, A. (2009). An empirical study on the use of Web 2.0 by Greek adult instructors in educational procedures. World Summit on Knowledge System (WSKS), 49, 164-170. http://dx.doi.org/10.1007/978-3-642-04757-2_18 DOI: https://doi.org/10.1007/978-3-642-04757-2_18
Chaidi E, Kefalis C, Papagerasimou Y, Drigas, 2021, Educational robotics in Primary Education. A case in Greece, Research, Society and Development 10 (9), e17110916371-e17110916371 DOI: https://doi.org/10.33448/rsd-v10i9.16371
Drigas, A., Dourou, A. (2013). A Review on ICTs, E-Learning and Artificial Intelligence for Dyslexic's Assistance. iJet, 8(4), 63-67. DOI: https://doi.org/10.3991/ijet.v8i4.2980
Anagnostopoulou, P., Alexandropoulou, V., Lorentzou, G., Lykothanasi, A., Ntaountaki, P., & Drigas, A. (2020). Artificial intelligence in autism assessment. International Journal of Emerging Technologies in Learning, 15(6), 95-107. https://doi.org/10.3991/ijet.v15i06.11231 DOI: https://doi.org/10.3991/ijet.v15i06.11231
Pappas, M., & Drigas, A. (2016). Incorporation of artificial intelligence tutoring techniques in mathematics. International Journal of Engineering Pedagogy, 6(4), 12–16. https://doi.org/10.3991/ijep.v6i4.6063 DOI: https://doi.org/10.3991/ijep.v6i4.6063
Lytra N, Drigas A 2021 STEAM education-metacognition–Specific Learning Disabilities Scientific Electronic Archives 14 (10) DOI: https://doi.org/10.36560/141020211442
Mitsea E, Lytra N, A Akrivopoulou, A Drigas 2020 Metacognition, Mindfulness and Robots for Autism Inclusion. Int. J. Recent Contributions Eng. Sci. IT 8 (2), 4-20 DOI: https://doi.org/10.3991/ijes.v8i2.14213
Stavridis S, D Papageorgiou, Z Doulgeri 2017 Dynamical system based robotic motion generation with obstacle avoidance, IEEE Robotics and Automation Letters 2 (2), 712-718 DOI: https://doi.org/10.1109/LRA.2017.2651172
Kastritsi T, D Papageorgiou, I Sarantopoulos, S Stavridis, Z Doulgeri, 2019 Guaranteed active constraints enforcement on point cloud-approximated regions for surgical applications 2019 International Conference on Robotics and Automation (ICRA), 8346-8352 DOI: https://doi.org/10.1109/ICRA.2019.8793953
Stavridis S, Z Doulgeri 2018 Bimanual assembly of two parts with relative motion generation and task related optimization 2018 IEEE/RSJ International Conference on Intelligent Robots and Systems … DOI: https://doi.org/10.1109/IROS.2018.8593928
Stavridis S, P Falco, Z Doulgeri 2020 Pick-and-place in dynamic environments with a mobile dual-arm robot equipped with distributed distance sensors IEEE-RAS 20th International Conference on Humanoid Robots (Humanoids)
Papageorgiou D, S Stavridis, C Papakonstantinou, Z Doulgeri 2021Task geometry aware assistance for kinesthetic teaching of redundant robots IEEE/RSJ International Conference on Intelligent Robots and Systems … DOI: https://doi.org/10.1109/IROS51168.2021.9636209
Kastritsi T, I Sarantopoulos, S Stavridis, D Papageorgiou, Z Doulgeri Manipulation of a Whole Surgical Tool Within Safe Regions Utilizing Barrier Artificial Potentials Mediterranean Conference on Medical and Biological Engineering and Computing …
Stavridis S, D Papageorgiou, L Droukas, Z Doulgeri 2022 Bimanual crop manipulation for human-inspired robotic harvesting arXiv preprint arXiv:2209.06074
Chaidi I, Drigas A 2022 Digital games & special education Technium Social Sciences Journal 34, 214-236 DOI: https://doi.org/10.47577/tssj.v34i1.7054
Doulou A, Drigas A 2022 Electronic, VR & Augmented Reality Games for Intervention in ADHD Technium Social Sciences Journal, 28, 159. DOI: https://doi.org/10.47577/tssj.v28i1.5728
Kokkalia, G., Drigas, A., & Economou, A. (2016). The role of games in special preschool education. International Journal of Emerging Technologies in Learning (iJET), 11(12), 30-35. DOI: https://doi.org/10.3991/ijet.v11i12.5945
Kefalis C, Kontostavlou EZ, Drigas A, 2020 The Effects of Video Games in Memory and Attention. Int. J. Eng. Pedagog. 10 (1), 51-61 DOI: https://doi.org/10.3991/ijep.v10i1.11290
Drigas, A., & Mitsea, E. (2020). The 8 Pillars of Metacognition. International Journal of Emerging Technologies in Learning (iJET), 15(21), 162-178. https://doi.org/10.3991/ijet. v15i21.14907 DOI: https://doi.org/10.3991/ijet.v15i21.14907
Drigas, A. S., and M. Pappas, 2017. “The Consciousness-Intelligence-Knowledge Pyramid: An 8x8 Layer Model,” International Journal of Recent Contributions from Engineering, Science & IT (iJES), vol. 5, no.3, pp 14-25, https://doi.org/10.3991/ijes.v5i3.7680 DOI: https://doi.org/10.3991/ijes.v5i3.7680
Drigas, A., & Mitsea, E. (2021). 8 Pillars X 8 Layers Model of Metacognition: Educational Strategies, Exercises &Trainings. International Journal of Online & Biomedical Engineering, 17(8). https://doi.org/10.3991/ijoe.v17i08.23563 DOI: https://doi.org/10.3991/ijoe.v17i08.23563
Drigas, A., & Mitsea, E. (2020). The Triangle of Spiritual Intelligence, Metacognition and Consciousness. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 8(1), 4-23. https://doi.org/10.3991/ijes.v8i1.12503 DOI: https://doi.org/10.3991/ijes.v8i1.12503
Pappas M, Drigas A. 2019; Computerized Training for Neuroplasticity and Cognitive Improvement. International Journal of Engineering Pedagogy.9(4):50-62 DOI: https://doi.org/10.3991/ijep.v9i4.10285
Papoutsi, C. and Drigas, A. (2017) Empathy and Mobile Applications. International Journal of Interactive Mobile Technologies 11(3). 57. https://doi.org/10.3991/ijim.v11i3.6385 DOI: https://doi.org/10.3991/ijim.v11i3.6385
Papoutsi, C. & Drigas, A. (2016). Games for Empathy for Social Impact. International Journal of Engineering Pedagogy 6(4), 36-40. DOI: https://doi.org/10.3991/ijep.v6i4.6064
Karyotaki, M., & Drigas, A. (2015). Online and other ICT Applications for Cognitive Training and Assessment. International Journal of Online and Biomedical Engineering. 11(2), 36-42. DOI: https://doi.org/10.3991/ijoe.v11i2.4360
Papoutsi, C., Drigas, A., & Skianis, C. (2019). Emotional intelligence as an important asset for HR in organizations: Attitudes and working variables. International Journal of Advanced Corporate Learning, 12(2), 21–35. https://doi.org/10.3991/ijac.v12i2.9620 DOI: https://doi.org/10.3991/ijac.v12i2.9620
Chaidi I. Drigas, A. S., 2020. “Autism, Expression, and Understanding of Emotions: Literature Review,” Int. J. Online Biomed. Eng., vol. 16, no. 02, pp. 94–111, https://doi.org/ 10.3991/ijoe.v16i02.11991 DOI: https://doi.org/10.3991/ijoe.v16i02.11991
Drigas, A. S., & Karyotaki, M. (2019). A Layered Model of Human Consciousness. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(3), 41- 50. https://doi.org/10.3991/ijes.v7i3.11117 DOI: https://doi.org/10.3991/ijes.v7i3.11117
Drigas, A. S., Karyotaki, M., & Skianis, C. (2018). An Integrated Approach to Neuro-development, Neuroplasticity and Cognitive Improvement. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 6(3), 4-18. DOI: https://doi.org/10.3991/ijes.v6i3.9034
Karyotaki M. and Drigas, A. S., 2016. “Latest trends in problem solving assessment,” International Journal of Recent contributions from Engineering, Science & IT (iJES), vol. 4, no. 2, 4-10. DOI: https://doi.org/10.3991/ijes.v4i2.5800
Mitsea E., Drigas, A. S., and Mantas P., 2021. Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century,” Int. J. Online Biomed. Eng. IJOE, vol. 17, no. 04, Art. no. 04, https://doi.org/10.3991/ijoe.v17i04.20567 DOI: https://doi.org/10.3991/ijoe.v17i04.20567
Angelopoulou, E. Drigas, A. (2021). Working Memory, Attention and their Relationship: A theoretical Overview. Research. Society and Development, 10(5), 1-8. https://doi.org/10.33448/rsd-v10i5.15288 DOI: https://doi.org/10.33448/rsd-v10i5.15288
Tourimpampa, A., Drigas, A., Economou, A., & Roussos, P. (2018). Perception and text comprehension. It’sa matter of perception! International Journal of Emerging Technologies in Learning (iJET). 13(7) DOI: https://doi.org/10.3991/ijet.v13i07.7909
Drigas A, Mitsea E 2020 A metacognition based 8 pillars mindfulness model and training strategies. International Journal of Recent Contributions from Engineering, Science & IT 8(4), 4-17. DOI: https://doi.org/10.3991/ijes.v8i4.17419
Papoutsi C, Drigas A, C Skianis 2021 Virtual and augmented reality for developing emotional intelligence skills Int. J. Recent Contrib. Eng. Sci. IT (IJES) 9 (3), 35-53 DOI: https://doi.org/10.3991/ijes.v9i3.23939
Kapsi S, Katsantoni S, Drigas A 2020 The Role of Sleep and Impact on Brain and Learning. Int. J. Recent Contributions Eng. Sci. IT 8 (3), 59-68 DOI: https://doi.org/10.3991/ijes.v8i3.17099
Drigas A, Mitsea E, Skianis C 2021 The Role of Clinical Hypnosis and VR in Special Education International Journal of Recent Contributions from Engineering Science & IT 9(4), 4-17. DOI: https://doi.org/10.3991/ijes.v9i4.26147
V Galitskaya, A Drigas 2021 The importance of working memory in children with Dyscalculia and Ageometria Scientific Electronic Archives 14 (10) DOI: https://doi.org/10.36560/141020211449
Chaidi I, Drigas A 2020 Parents' Involvement in the Education of their Children with Autism: Related Research and its Results International Journal Of Emerging Technologies In Learning (Ijet) 15 (14), 194-203. DOI: https://doi.org/10.3991/ijet.v15i14.12509
Drigas A, Mitsea E 2021 Neuro-Linguistic Programming & VR via the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences Technium Soc. Sci. J. 26, 159 DOI: https://doi.org/10.47577/tssj.v26i1.5273
Drigas A, Mitsea E 2022 Conscious Breathing: a Powerful Tool for Physical & Neuropsychological Regulation. The role of Mobile Apps Technium Social Sciences Journal 28, 135-158 DOI: https://doi.org/10.47577/tssj.v28i1.5922
Drigas A, Mitsea E, C Skianis 2022 Clinical Hypnosis & VR, Subconscious Restructuring-Brain Rewiring & the Entanglement with the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences. International Journal of Online & Biomedical Engineering 18 (1) DOI: https://doi.org/10.3991/ijoe.v18i01.26859
Drigas A, Karyotaki M 2019 Attention and its Role: Theories and Models. International Journal of Emerging Technologies in Learning 14 (12), 169-182 DOI: https://doi.org/10.3991/ijet.v14i12.10185
Drigas A, Karyotaki M 2019 Executive Functioning and Problem Solving: A Bidirectional Relation. International Journal of Engineering Pedagogy (iJEP) 9 (3) DOI: https://doi.org/10.3991/ijep.v9i3.10186
Bamicha V, Drigas A 2022 ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative … Technium Social Sciences Journal 33, 42-72 DOI: https://doi.org/10.47577/tssj.v33i1.6845
Drigas A, Mitsea E, C Skianis 2022 Neuro-Linguistic Programming, Positive Psychology & VR in Special Education. Scientific Electronic Archives 15 (1) DOI: https://doi.org/10.36560/15120221497
Drigas A, Mitsea E, Skianis C. 2022 Virtual Reality and Metacognition Training Techniques for Learning Disabilities SUSTAINABILITY 14(16), 10170 DOI: https://doi.org/10.3390/su141610170
Drigas A,. Sideraki A. 2021 Emotional Intelligence in Autism Technium Soc. Sci. J. 26, 80 DOI: https://doi.org/10.47577/tssj.v26i1.5178
Drigas A, Mitsea E, Skianis C.. 2022 Subliminal Training Techniques for Cognitive, Emotional and Behavioural Balance. The role of Εmerging Technologies Technium Social Sciences Journal 33, 164-186 DOI: https://doi.org/10.47577/tssj.v33i1.6881
Bakola L, Drigas A, 2020 Technological development process of emotional Intelligence as a therapeutic recovery implement in children with ADHD and ASD comorbidity. . International Journal of Online & Biomedical Engineering, 16(3), 75-85 DOI: https://doi.org/10.3991/ijoe.v16i03.12877
Drigas A, Bakola L, 2021The 8x8 Layer Model Consciousness-Intelligence-Knowledge Pyramid, and the Platonic Perspectives International Journal of Recent Contributions from Engineering, Science & IT (iJES) 9(2) 57-72 DOI: https://doi.org/10.3991/ijes.v9i2.22497
Bamicha V, Drigas A, 2022 The Evolutionary Course of Theory of Mind - Factors that facilitate or inhibit its operation & the role of ICTs Technium Social Sciences Journal 30, 138-158 DOI: https://doi.org/10.47577/tssj.v30i1.6220
Karyotaki M, Bakola L, Drigas A, Skianis C, 2022 Women’s Leadership via Digital Technology and Entrepreneurship in business and society Technium Social Sciences Journal. 28(1), 246–252. DOI: https://doi.org/10.47577/tssj.v28i1.5907
Mitsea E, Drigas A,, Skianis C, 2022 Breathing, Attention & Consciousness in Sync: The role of Breathing Training, Metacognition & Virtual Reality Technium Social Sciences Journal 29, 79-97 DOI: https://doi.org/10.47577/tssj.v29i1.6145
Drigas A, Papoutsi C, 2021,Nine Layer Pyramid Model Questionnaire for Emotional Intelligence, International Journal of Online & Biomedical Engineering 17 (7) DOI: https://doi.org/10.3991/ijoe.v17i07.22765
Drigas A, Papoutsi C, Skianis, 2021, Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence, International Journal of Recent Contributions from Engineering, Science & IT (iJES) 9.4 58-76 DOI: https://doi.org/10.3991/ijes.v9i4.26189
Downloads
Publicado
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2023 Revista Saúde e Tecnologia - JHT
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Os direitos autorais dos artigos publicados pertecem à JHT, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a RECIMA21 apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.
