Neurodevelopmental Disorders in Pediatrics: 2nd Edition

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: 25 November 2025 | Viewed by 718

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Institute of Biochemistry and Cell Biology (IBBC), National Research Council (CNR), Department of Sense Organs, University Sapienza of Rome, Viale del Policlinico, Rome, Italy
Interests: neurobiology; endocrinology; neurotrophins; oxidative stress; cancer; toxicology; addiction; antioxidants; polyphenols; alcohol use disorders
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Dear Colleagues,

Neurodevelopmental diseases in children are disabilities associated mainly with the functioning of the brain and nervous system. Neurodevelopmental disorders can affect the child’s ability to think and function normally. Symptoms of behaviour or learning difficulties, autism, brain tumours, or other brain and developmental disorders can appear at birth or in later years. According to recent data, approximately 15% of children in Western countries aged 3 to 17 years are affected by neurodevelopmental disorders. Examples of neurodevelopmental disorders in children include attention-deficit/hyperactivity disorder (ADHD), autism including Asperger’s syndrome, developmental coordination disorders (dyspraxia), communication disorders, neurogenetic conditions and impairments in vision and hearing, intellectual disability, conduct disorders, cerebral palsy, and fetal alcohol syndrome. Children with neurodevelopmental disabilities may experience difficulties with learning, language and speech, behaviour, motor skills, memory, or other neurological functions. Though the symptoms and behaviours of neurodevelopmental disabilities often change or evolve as a kid grows older, some incapacities are permanent. The treatment and diagnosis of these diseases can be difficult; treatment often includes a combination of professional therapies, medications, and home- and school-based courses.

Dr. Marco Fiore
Dr. Luigi Tarani
Guest Editors

Manuscript Submission Information

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Keywords

  • neurodevelopment
  • pediatrics
  • brain disorder
  • early disease development
  • therapy and treatment
  • adolescents
  • children
  • central nervous system
  • intellectual disability
  • memory and learning
  • motor skill

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Published Papers (1 paper)

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18 pages, 333 KiB  
Article
ADHD Children Take More Time to Inhibit Automatic Responses: A Comparison with Anxiety Disorders Using NEPSY-II
by Fabiola Panvino, Valerio Zaccaria, Michela Pica, Nunzia Amitrano, Francesco Pisani and Carlo Di Brina
Children 2025, 12(6), 798; https://doi.org/10.3390/children12060798 - 18 Jun 2025
Viewed by 350
Abstract
Background/Objectives: Attention deficit hyperactivity disorder (ADHD) and anxiety disorders (AD) are prevalent in childhood and adolescence, often presenting with overlapping symptoms. This study aimed to assess cognitive and executive functions—specifically attention, inhibition, and working memory—in children with ADHD, AD, and comorbid ADHD + [...] Read more.
Background/Objectives: Attention deficit hyperactivity disorder (ADHD) and anxiety disorders (AD) are prevalent in childhood and adolescence, often presenting with overlapping symptoms. This study aimed to assess cognitive and executive functions—specifically attention, inhibition, and working memory—in children with ADHD, AD, and comorbid ADHD + AD. It also sought to identify potential neuropsychological markers that differentiate ADHD from AD and ADHD + AD comorbidity. Methods: Cognitive and executive functions were assessed in a sample of 48 school-age children and adolescents (aged 8–15 years) using the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV) and the NEPSY-II battery. The MASC 2 self-report questionnaire was also used to assess anxiety symptoms. The participants were divided into three groups based on clinical diagnoses: ADHD, AD, and ADHD + AD. Results: No significant group differences emerged in cognitive performance, attention, or working memory. Significant differences emerged in inhibition performance, with children in the AD group demonstrating more efficient inhibition compared to both the ADHD and ADHD + AD groups. Children with ADHD showed longer response times. Better performance on inhibition tasks was associated with more severe anxiety symptoms. Conclusions: These findings suggest that anxiety may modulate specific aspects of executive functioning during tasks requiring attentional and inhibitory control. However, the complex interaction between ADHD and anxiety requires further investigation. This study underscores the importance of distinguishing ADHD from AD based on cognitive and executive profiles, particularly inhibition. In this context, it supports the routine use of the NEPSY-II in combination with the MASC 2 questionnaire to facilitate differential diagnosis in clinical practice. Full article
(This article belongs to the Special Issue Neurodevelopmental Disorders in Pediatrics: 2nd Edition)
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