RESUMO
ObjectiveTo review the characteristics of interbrain synchrony between individuals with autism spectrum disorder (ASD) and healthy individuals during interactions. MethodsResearches on interbrain synchrony during interactions in individuals with ASD were retrieved from databases such as PubMed, Web of Science, Scopus and CNKI in November, 2023. Researches were screened and the relevant data were extracted. The quality of the methodology was evaluated using critical appraisal tool for analytic cross sectional study. ResultsFive researches were returned, publicated mainly from 2020 to 2023, including 130 individuals with ASD. Interbrain synchrony was lower during the interaction task in the individuals with ASD compared with the healthy, mainly involving the prefrontal and temporo-parietal joint regions; as well as the interbrain synchrony of theta, alpha and beta bands of electroencephalography. There was difference in interbrain synchrony between genders in individuals with ASD; furthermore, abnormal interbrain synchrony in individuals with ASD associated with social impairment. ConclusionInterbrain synchrony deficits may be a potential neural mechanism for social impairment in individuals with ASD, and the abnormalities mainly happen in the brain areas related with mirror nervous system and theories of mind network.
RESUMO
El presente texto busca resaltar la relevancia que tiene para el psicólogo educativo los problemas y trastornos sociales, psicopedagógicos y de salud ocasionados por el uso de las TIC, y la manera cómo pueden ser detectados e intervenidos para evitar el desarrollo de adicciones y demás trastornos físicos, psicológicos y emocionales que pueden derivarse de los mismos. Al tener mayor claridad sobre los trastornos sociales genera-dos por las TIC, entenderemos mejor todos los fenómenos sociales y psicólogos educativos, comprendiendo que el concepto de trastorno se refiere a una entidad clínica, médica o psicosocial establecida por las ciencias de la salud y psicopatología. Nuestro papel es encontrar un punto medio entre la necesidad de mantenernos conectados e informados en estos tiempos de aislamiento social y el abuso desmedido que genera una adicción con todas sus consecuencias para la salud física, mental y emocional
This text seeks to highlight the relevance that social, psychopedagogical and health problems and disorders caused using ICT have for the educational psychologist, and the way in which they can be detected and intervened to avoid the development of addictions and other physical disorders, psychological and emotional that can be derived from them. By having greater clarity of the social disorders generated by ICT, we will better comprehend all social phenomena as educational psychologists, understanding very well the concept of disorder that refers to a clinical, medical, or psychosocial entity established by the health sciences and psychopathology. Our role is to find a middle ground between the need to stay connected and informed in these times of social isolation and the excessive abuse that an addiction generates with all its consequences for physical, mental, and emotional health