EDUCACIÓN MULTICULTURAL Y JUEGOS USANDO REALIDAD AUMENTADA EN TDAH
DOI:
https://doi.org/10.47820/jht.v3i1.50Palabras clave:
Trastorno por déficit de atención e hiperactividad (TDAH). desarrollo social y emocional. TIC. Juegos de realidad aumentada (AR).Resumen
Según datos recientes, muchas comunidades en todo el mundo son hoy en día multiculturales. Se cree que la cultura tiene un impacto significativo en la creación de materiales terapéuticos, modelos de práctica, instrumentos de evaluación y colaboración con el cliente. Además, trabajos recientes abordan la interacción entre un terapeuta y un cliente y la necesidad de comprender las necesidades sociales de un niño. Incluso con avances significativos en el desarrollo y administración de tratamientos eficientes para niños con TDAH, los jóvenes y adolescentes de minorías étnicas continúan rezagados respecto de sus pares que no pertenecen a minorías en términos de tasas de diagnóstico y tratamiento. Varios obstáculos de aprendizaje y de comportamiento están relacionados con este trastorno debido a dificultades de funcionamiento cognitivo y metacognitivo. Los individuos sólo pueden integrarse plenamente en la sociedad si han adquirido estas funciones. Los niños pueden adquirir estrategias alternativas para gestionar sus déficits cognitivos y adaptarse a diferentes circunstancias utilizando la atención interna para desarrollar la autoconciencia, la autorregulación y el autocontrol. El rápido progreso de la investigación ha llevado al desarrollo de varias estrategias medicinales y psicológicas para tratar el TDAH, que ayudan significativamente a controlar los síntomas. El objetivo del estudio actual es comprender los diversos enfoques terapéuticos utilizados para ayudar a los niños de minorías raciales y étnicas que padecen TDAH. Estos enfoques incluyen juegos que utilizan entornos de realidad aumentada (AR).
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