Editorial: The use of video games and other technologies as intervention tools in neurodevelopmental disorders: perspectives and challenges

In the clinical setting, long periods before visible progress and limited transfer of skills to everyday contexts can create difficulties in maintaining patient motivation (Koegel et al., 1998;Lamsal & Zwicker, 2017;Sandoval-Norton et al., 2019). In the educational context, more generic approaches that rely solely on neuropsychological aspects may be limited in promoting both inclusion and effective learning, as they lack integration with active teaching methodologies that place the student at the center of the learning process (Nadeau et al., 2020; Van der Merwe et al., 2020).In this context, the use of technologies as intervention and teaching tools has grown. The literature indicates that playful resources, such as video games and other technologies, can enhance patients' attention and motivation (Clough & Casey, 2011;Silva et al., 2017). Accordingly, they may function as adjunct tools, stimulating brain areas important for cognitive and behavioral aspects (Silva et al., 2021). NDDs. However, they also highlight persistent challenges, such as the need for greater protocol 76 standardization, ecological validation of outcomes, and effective integration of psychological, 77 educational, and game design theories. Advancing in this direction will be crucial for these 78In