Isabel Cuevas Quezada

Forest firefighters face concurrent thermal stress, biomechanical loading, high metabolic demand, smoke, and time-constrained manual work, conditions that increase musculoskeletal disorder (MSD) risk. In Chile, occupational health regulation requires biomechanical risk management, but no task-specific activation protocol has been evaluated within wildfire suppression operations. This pilot study assessed the feasibility, acceptability, and safety of ActivAcción, a 5 min dynamic activation protocol integrated into Corporación Nacional Forestal (CONAF) wildfire brigade routines. A single-group mixed-methods feasibility study was conducted over 8 weeks at the Placilla CONAF base, Valparaíso Region, Chile. Ten firefighters and supervisors participated. The intervention included two educational sessions and an eight-exercise routine adapted from the WFX-FIT manual and delivered within existing safety briefings. Outcomes were adverse events, musculoskeletal complaints, perceived feasibility and acceptability, implementation fidelity, and qualitative themes. No adverse events or new musculoskeletal complaints were recorded. Feasibility and acceptability ratings were high among brigadistas (mean, 6.71/7.0, SD = 0.69) and maximal among supervisors (7.0/7.0). Protocol fidelity reached 75% (12/16 sessions). Qualitative findings identified task-specificity, ease of integration, and leadership endorsement as implementation facilitators. ActivAcción is feasible, acceptable, and safe under the studied low-exposure conditions; controlled high-season evaluation is required before inference on MSD prevention effectiveness.

Background/Objectives: Extended reality (XR) technologies have been increasingly applied in inclusive education settings to assist neurodivergent children. However, the existing evidence remains fragmented across diverse contexts and disciplines. This systematic review synthesizes current research to identify the educational purposes, implementation characteristics, and reported outcomes associated with the use of XR in inclusive educational environments. Methods: A comprehensive literature search was conducted in major academic databases using predefined keyword combinations related to XR, inclusive education, and neurodivergence. Peer-reviewed articles that applied XR tools in educational settings for neurodivergent children were screened against predefined inclusion and exclusion criteria. Data were extracted regarding study design, participant characteristics, XR modality, educational objectives, and outcome indicators. Results: The reviewed studies report heterogeneous applications of XR technologies, including virtual and augmented reality, to support cognitive, social, and behavioral skill development in neurodivergent learners. Most studies employed small sample sizes and quasi-experimental or exploratory designs. Although several studies reported improvements in engagement, communication skills, and task performance, outcome measures varied substantially and methodological rigor was limited in many cases. Conclusions: Current evidence suggests that XR technologies hold potential as complementary tools in inclusive education for neurodivergent children. Nonetheless, the heterogeneity of study designs and the lack of standardized assessment metrics limit the generalizability of the results. More robust empirical investigations are required to establish evidence-based guidelines for the implementation of XR in inclusive educational contexts.

Introducción: Los síndromes hipertensivos del embarazo (SHE) son una de las complicaciones más frecuentes y se asocian a retraso del crecimiento intrauterino, lo que podría provocar alteraciones del desarrollo psicomotor específicas y diferentes de otras causas de prematuridad. Objetivo: (i) comparar el desarrollo psicomotor de niños y niñas prematuros nacidos de madres con SHE y por otras causas (NO-SHE) y (ii) relacionar las características del nacimiento con el desarrollo psicomotor. Sujetos y método: 56 niños prematuros fueron divididos en 2 grupos: hijos (as) de madres SHE (n=28) y NO-SHE (n= 28). Se evaluaron sus características generales (peso al nacer, talla, perímetro cefálico, edad gestacional, tipo de parto). Un evaluador experto aplicó la Escala de Desarrollo Infantil Bayley, tercera edición (BSID III) para determinar el desarrollo psicomotor. Resultados: SHE presentaron menor peso al nacer (p=0,021), nacieron principalmente por cesárea (p=0,005) y presentaron más casos de enfermedad de membrana hialina (p=0,049). En BSID III, los hijos e hijas de madres SHE tienen puntuaciones más bajas en habilidades motoras finas (p=0,037) y comportamiento adaptativo (p=0,047). En SHE existe una relación directa y moderada entre la comunicación expresiva y el peso al nacer (r=0,411; p=0,030) y con el perímetro cefálico (r=0,392; p=0,039). Conclusión: SHE tiene efectos diferenciados en el desarrollo psicomotor de los niños y niñas prematuros, lo que se manifiesta en puntuaciones más bajas en el área de motricidad fina y conducta adaptativa. Además, un mayor peso y circunferencia craneana al nacer se asocian con mejores puntuaciones en comunicación expresiva en este grupo.