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Children
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Children with Specific Neurodevelopmental Disorders: Assessment and Intervention
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Children with Specific Neurodevelopmental Disorders: Assessment and Intervention

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

Deadline for manuscript submissions: closed (30 December 2024) | Viewed by 26566

Special Issue Editor

Dr. Carla Sogos

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Guest Editor
Department of Neuroscience, Section of Child Neuropsychiatry, Sapienza University of Rome, Roma, Italy
Interests: autism spectrum disorder; attention deficit hyperactivity disorder; neurodevelopmental disorders; child psychopathology; treatment in child psychiatry
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

On behalf of the Editorial Team of the journal Children, I am pleased to announce the launch of this Special Issue “Children with Specific Neurodevelopmental Disorders: Assessment and Intervention” lead by Dr. Carla Sogos (Sapienza University of Rome). As Guest Editor, I am particularly pleased to launch this Special Issue because it focuses on a crucial topic in child neuropsychiatry, and it highlights the importance of increasing knowledge about neurodevelopmental disorders (NDDs) as serious chronic conditions with a prevalence of 10–15% in children and adolescents. It is important to take into consideration the high level of heterogeneity and overlap in NDDs, also considering developmental change across a person’s lifetime.

There is much evidence in the literature showing that an early diagnosis in neurodevelopmental disorders allows patients to start personalized and intensive treatment, leading to a better prognosis. Hence, it is a relevant issue to expand the evidence on new diagnostic protocols that can prevent missed diagnosis and can allow us to detect and to treat comorbidities. Moreover, this Special Issue could deepen the impact of several therapeutic protocols (individual and group therapy) on the emotional–behavioral profile of children affected by NDDs, also considering innovative and technological tools.

Researchers and authors are invited to submit original research and literature reviews that may have a significant impact on clinical presentation, diagnostic assessment, and novel therapeutic as well as intervention approaches in neurodevelopmental disorders.

Dr. Carla Sogos
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • autism
  • neurodevelopmental disorders
  • children
  • assessment
  • intervention

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Published Papers (9 papers)

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Research

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14 pages, 941 KiB  
Article
Exploring the Effectiveness of Combining Social Skills Training and Two Parent Programs in Improving the Social Competence of Children with Attention-Deficit/Hyperactivity Disorder
by Rosa García-Castellar, Desirée Sánchez-Chiva, Belén Roselló-Miranda and Patricia Flor-Arasil
Children 2025, 12(2), 132; https://doi.org/10.3390/children12020132 - 26 Jan 2025
Viewed by 1650
Abstract
Background/Objectives: The objective of the present study was to examine the extent of effectiveness of two parent programs to complement an intervention in social skills for children with attention-deficit/hyperactivity disorder (ADHD). Methods: Fifteen children with ADHD participated in a program to [...] Read more.
Background/Objectives: The objective of the present study was to examine the extent of effectiveness of two parent programs to complement an intervention in social skills for children with attention-deficit/hyperactivity disorder (ADHD). Methods: Fifteen children with ADHD participated in a program to develop social skills, while their parents were randomly assigned to two parent training programs that had different formats: a Parenting School (N = 8) or a Parent Workshop (N = 7). There were no significant differences between parents of both groups in knowledge about ADHD, obedience to commands, or strategies for addressing desirable and undesirable behaviors. The pre- and post-intervention social cognition and social interaction of ADHD children were assessed using a SSRS-C questionnaire (Social Skills Rating System—Child Form) and a controlled chat room, which allowed for observing how children interact in a virtual environment. Results: Children showed significant improvements in social competencies, such as identifying social cues, generating appropriate responses, and reducing hostile responses, with large effect sizes, following the social skills intervention. Comparing the two parent training programs, the Parent Workshop program demonstrated significant improvements in social cue detection and conversation memory, with more children achieving reliable changes in these variables than in the Parenting School program. Conclusions: Finally, the reliable change indices for children showed that the Parent Workshop demonstrated improvements in more than half of the subjects across all analyzed variables. Study limitations, implications for research and practice are discussed. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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16 pages, 1817 KiB  
Article
Sensory and Motor Function, Pain, and Health Status in Children with Arthrogryposis and Myelomeningocele
by Åsa Bartonek and Marie Eriksson
Children 2024, 11(12), 1480; https://doi.org/10.3390/children11121480 - 3 Dec 2024
Viewed by 884
Abstract
Background/Objectives: Proprioception and sensory disorders have been reported in children with arthrogryposis multiplex congenita (AMC) and myelomeningocele (MMC), but valid and reliable assessment tools are limited in accurately identifying the sensory aspects of motor disorders. This study aimed to investigate the somatosensory status [...] Read more.
Background/Objectives: Proprioception and sensory disorders have been reported in children with arthrogryposis multiplex congenita (AMC) and myelomeningocele (MMC), but valid and reliable assessment tools are limited in accurately identifying the sensory aspects of motor disorders. This study aimed to investigate the somatosensory status in the feet and legs. An additional purpose of this study was to explore pain, skin irritations, and health status. Methods: Nineteen children with AMC, twenty-three with MMC, and twenty-two typically developing (TD) children (7–18 years old) were tested using a somatosensory test battery in ankle kinesthesia and in identifying four different types of floors. Results: In the AMC and MMC groups, the threshold to perceive the somatosensory stimuli was not achieved by all participants. MMC participants perceived somatosensory stimuli less than TD participants in all tests, with a higher level of the lesion and more affected ambulation. The MMC group identified one floor significantly less often than the TD group. The AMC group performed better than the MMC group in two-point discrimination, vibration sensation, and some light-touch pressure tests. There were no differences among the TD, AMC, and MMC groups in ankle kinesthesia. Pain was reported by four (21%) subjects in the AMC group and five (22%) in the MMC group, and skin irritations were reported by three (13%) participants in the MMC group. There was no difference among the TD, AMC, and MMC groups in health status as reported using the EQ-5D-Y visual analog scale. Conclusions: Although differences in sensory aspects were the most evident between the groups, assessments of activity and participation levels in the rehabilitation of children with disabilities are also recommended. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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11 pages, 251 KiB  
Article
Assessment and Rehabilitation Intervention of Feeding and Swallowing Skills in Children with Down Syndrome Using the Global Intensive Feeding Therapy (GIFT)
by Silvia Franceschetti, Marco Tofani, Serena Mazzafoglia, Francesca Pizza, Eleonora Capuano, Massimiliano Raponi, Gessica Della Bella and Antonella Cerchiari
Children 2024, 11(7), 847; https://doi.org/10.3390/children11070847 - 12 Jul 2024
Cited by 3 | Viewed by 2954
Abstract
Background: Children with Down syndrome (DS) experience more difficulties with oral motor skills, including chewing, drinking, and swallowing. The present study attempts to measure the preliminary effectiveness of Global Intensive Feeding Therapy (GIFT) in DS. GIFT is a new rehabilitation program addressing the [...] Read more.
Background: Children with Down syndrome (DS) experience more difficulties with oral motor skills, including chewing, drinking, and swallowing. The present study attempts to measure the preliminary effectiveness of Global Intensive Feeding Therapy (GIFT) in DS. GIFT is a new rehabilitation program addressing the specific difficulties and needs of each child, focusing on sensory and motor oral abilities. It follows an intensive schedule comprising 15 sessions over 5 consecutive days, with 3 sessions per day. The principles of GIFT are applied with specific objectives for DS. Methods: GIFT was preliminarily implemented among 20 children diagnosed with DS. To measure the efficacy of GIFT, the Karaduman Chewing Performance Scale (KCPS), the International Dysphagia Diet Standardization Initiative (IDDSI), and the Pediatric Screening–Priority Evaluation Dysphagia (PS–PED) were used. Data were analyzed using the Wilcoxon signed-rank test before (T0) and after intervention (T1) and at one-month follow-up (T2). The effect size was also measured for specific outcomes, using Kendall’s W. Results: Our findings revealed that children with DS showed no risk of dysphagia according to the PS–PED (mean score 2.80). Furthermore, statistically significant improvements in chewing performance were observed, as measured by the KCPS (p < 0.01), as well as in texture acceptance and modification, as measured by the IDDSI post-intervention (p < 0.01). For both the KCPS and IDDSI, a large effect size was found (Kendall’s W value > 0.8). Parents/caregivers continued using GIFT at home, and this allowed for a positive outcome at the one-month follow-up. Conclusions: GIFT proved to be effective in the rehabilitation of feeding and swallowing disorders in children with DS, as well as for food acceptance. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
16 pages, 607 KiB  
Article
The Ripple Effect: Quality of Life and Mental Health of Parents of Children with Attention Deficit Hyperactivity Disorder in Saudi Arabia: A Cross-Sectional Study
by Shuliweeh Alenezi, Samah H. Alkhawashki, Muneera Alkhorayef, Sarah Alarifi, Shahad Alsahil, Renad Alhaqbani and Nouf Alhussaini
Children 2024, 11(6), 678; https://doi.org/10.3390/children11060678 - 3 Jun 2024
Viewed by 1842
Abstract
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition in children in Saudi Arabia. ADHD significantly impacts children and their families, particularly by increasing parental stress and diminishing quality of life. In Saudi Arabia, there is a research gap regarding the [...] Read more.
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition in children in Saudi Arabia. ADHD significantly impacts children and their families, particularly by increasing parental stress and diminishing quality of life. In Saudi Arabia, there is a research gap regarding the quality of life and coping mechanisms of parents managing children with ADHD. This study assesses levels of depression and anxiety, quality of life, and coping strategies among parents of children diagnosed with ADHD. Methods: We conducted a cross-sectional online survey with 151 parents of ADHD-diagnosed children, utilizing the WHOQOL-Brief for life quality, the Brief-COPE for coping strategies, and the Patient Health Questionnaire (PHQ) for depression (PHQ9-9 items) and generalized anxiety (GAD7-7 items) modules. Results: Among the parents surveyed, 36% reported moderate to severe depression, while 39.1% experienced moderate to high anxiety levels. Quality of life was significantly positively correlated with higher household monthly income (HHI), employment status, sibling count, and effective coping strategies. Conversely, a parent’s age, educational level, and, in particular, maternal status were inversely related to anxiety levels, with fathers displaying higher maladaptive coping scores. Conclusion: This study sheds light on the considerable anxiety and depression experienced by parents of children with ADHD, significantly affecting their quality of life. Lower quality of life among parents is associated with high levels of depression, anxiety, and ineffective coping strategies. These insights highlight the critical need for interventions to aid parental mental health, thereby improving their overall quality of life amidst ADHD challenges. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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20 pages, 300 KiB  
Article
Assessment of Psychotic Risk in a Sample of Children and Adolescents with Autism Spectrum Disorder Compared to a Group of “Clinical High Risk” Patients: A Preliminary Study
by Valeria Mammarella, Elena Monducci, Alessia Maffucci, Letizia Terenzi, Mauro Ferrara and Carla Sogos
Children 2024, 11(3), 372; https://doi.org/10.3390/children11030372 - 21 Mar 2024
Viewed by 2609
Abstract
1. Background: Autism spectrum disorder and psychotic risk show several overlapping symptoms, so differential diagnosis is often difficult. In addition, there is a high rate of comorbidity between the two conditions, which further complicates the work of clinicians. We evaluated the presence of [...] Read more.
1. Background: Autism spectrum disorder and psychotic risk show several overlapping symptoms, so differential diagnosis is often difficult. In addition, there is a high rate of comorbidity between the two conditions, which further complicates the work of clinicians. We evaluated the presence of subthreshold psychotic symptoms and/or defined psychotic risk syndromes in autistic children and adolescents; we compared the prevalence, type, and severity of psychotic risk symptoms with those of a group of non-autistic patients at clinical high risk for psychosis (CHR-P). 2. Methods: In total, 23 autistic patients and 14 CHR-P patients without autism (aged 8–17) were enrolled in the study. The main assessment was made through clinical interviews for autism (Autism Diagnostic Observation Schedule, Second Edition—ADOS-2, Autism Diagnostic Interview, Revised—ADI-R) and psychotic risk (Schizophrenia Proneness Instrument, Child and Youth version—SPI-CY, Structured Interview for Psychosis Risk Syndromes—SIPS). 3. Results: No above-threshold psychotic risk symptoms were detected in our autistic patients, but subthreshold psychotic symptoms were identified in all areas. Specific items from all four dimensions of SIPS appear to be more specific for psychotic risk than autism without comorbidity. 4. Conclusions: An a priori screening of psychotic risk in neurodiverse populations is fundamental to prevent more severe conditions. Research should clarify the effective specificity of the available tools to modify them to improve their detection capability. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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13 pages, 555 KiB  
Article
Assessment of Sensory Processing Issues in Children with Neurodevelopmental Disorders and Experiences of Maltreatment
by Ayako Ide-Okochi, Mu He, Tomofumi Tokieda, Satsuki Nakamura and Nobutomo Matsunaga
Children 2024, 11(2), 216; https://doi.org/10.3390/children11020216 - 7 Feb 2024
Cited by 2 | Viewed by 2926
Abstract
This study aims to identify the sensory characteristics of children with both developmental disabilities such as ASD and ADHD and a history of child maltreatment (DM group), children with developmental disabilities (DD group), and typically developed children (TD group). The sensory characteristics of [...] Read more.
This study aims to identify the sensory characteristics of children with both developmental disabilities such as ASD and ADHD and a history of child maltreatment (DM group), children with developmental disabilities (DD group), and typically developed children (TD group). The sensory characteristics of 24 children were assessed through virtual reality and self-administered questionnaires. The results elucidated that the duration of gazing at the “teacher” (60–75 s) was significantly different with the DM group’s gaze being shorter than the DD group’s gaze (p = 0.042). The duration of the “others” gaze (45–60 s) was also significantly different with the DM group’s gaze being longer than the DD and TD groups’ gaze (p = 0.018; p = 0.030). Additionally, the scores for tactile sensitivity, taste/smell sensitivity, under-responsive/seeks sensation, and the total short-term sensory profile were significantly different between the DM-DD and DD-TD groups. The scores of the heart rate perception test and Multidimensional Assessment of Interoceptive Awareness were significantly lower in the DM and DD groups. In conclusion, children who have experienced trauma and developmental disabilities may have different sensory characteristics than children with only developmental disabilities or none, implying the need for further research and tailored care. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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Review

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16 pages, 302 KiB  
Review
Affective Touch in Preterm Infant Development: Neurobiological Mechanisms and Implications for Child–Caregiver Attachment and Neonatal Care
by Valentina Lucia La Rosa, Alessandra Geraci, Alice Iacono and Elena Commodari
Children 2024, 11(11), 1407; https://doi.org/10.3390/children11111407 - 20 Nov 2024
Cited by 10 | Viewed by 2848
Abstract
Background/Objectives: Affective touch is crucial in infant development, particularly in regulating emotional, cognitive, and physiological processes. Preterm infants are often deprived of essential tactile stimulation owing to their early exposure to the external environment, which may affect long-term developmental outcomes. This review aimed [...] Read more.
Background/Objectives: Affective touch is crucial in infant development, particularly in regulating emotional, cognitive, and physiological processes. Preterm infants are often deprived of essential tactile stimulation owing to their early exposure to the external environment, which may affect long-term developmental outcomes. This review aimed to examine the neurobiological mechanisms of affective touch and highlight effective interventions, such as skin-to-skin contact (SSC) and kangaroo care (KC), to promote development in preterm infants. Methods: This review summarizes recent studies in the literature on affective touch, the role of C-tactile fibers, and the effects of tactile interventions in neonatal care. Studies were selected based on their relevance to the care and development of preterm infants, with a focus on physiological and neurodevelopmental outcomes. Key interventions, including SSC and massage therapy, are discussed in relation to their effectiveness in the neonatal intensive care unit (NICU). Results: The results suggest that affective touch, mainly through activation of tactile C-fibers, improves caregiver–infant bonding, reduces stress responses, and supports neurodevelopment in preterm infants. Interventions such as SSC and KC have also been shown to improve physiological regulation in these infants, including heart rate, breathing, and temperature control while promoting emotional regulation and cognitive development. Conclusions: Affective touch is a key component of early development, particularly in preterm infants admitted to the NICU. Integrating tactile interventions such as SSC and KC into neonatal care practices may significantly improve long-term developmental outcomes. Future research should explore the epigenetic mechanisms underlying affective touch and further refine tactile interventions to optimize neonatal care. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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Other

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22 pages, 695 KiB  
Systematic Review
The Impact of Dog-Assisted Therapy Among Children and Adolescents with Autism Spectrum Disorder: A Systematic Review
by Paula Galvany-López, Manuel Martí-Vilar, Sergio Hidalgo-Fuentes and Javier Cabedo-Peris
Children 2024, 11(12), 1499; https://doi.org/10.3390/children11121499 - 9 Dec 2024
Cited by 1 | Viewed by 2926
Abstract
Background and Objectives: Animal-assisted therapies have been utilized in various profiles to improve people’s quality of life. This systematic review aims to assess the impact of dog-assisted therapies (DAT) on children and adolescents with Autism Spectrum Disorder (ASD). The benefits provided, the feasibility [...] Read more.
Background and Objectives: Animal-assisted therapies have been utilized in various profiles to improve people’s quality of life. This systematic review aims to assess the impact of dog-assisted therapies (DAT) on children and adolescents with Autism Spectrum Disorder (ASD). The benefits provided, the feasibility of implementation, and potential limitations are analysed. Methods: An exhaustive search was carried out in the following databases: Web of Science (WoS), Scopus, ERIC, PubMed, PubPsych, CINAHL, PsycInfo and Dialnet. The procedure was preregistered on PROSPERO. Results: This review included 19 scientific articles. Of these, 84% suggest that DAT has a positive impact on communication and social interaction during the development of children and adolescents diagnosed with ASD. The dog is often perceived as a communication facilitator that serves as a reinforcer, capturing the individual’s attention. Emotional benefits have also been reported, including reducing stereotyped and self-harming behaviours. Additionally, an increase in smiling frequency and self-esteem levels was observed. Conclusions: These findings highlight the potential of DAT as a component of socio-educational intervention for children and adolescents diagnosed with ASD. However, further research is necessary due to the limited sample sizes in the studies reviewed. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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19 pages, 661 KiB  
Systematic Review
Comparing Executive Functions in Children and Adolescents with Autism and ADHD—A Systematic Review and Meta-Analysis
by Claudia Ceruti, Alessandra Mingozzi, Nicoletta Scionti and Gian Marco Marzocchi
Children 2024, 11(4), 473; https://doi.org/10.3390/children11040473 - 15 Apr 2024
Cited by 5 | Viewed by 6559
Abstract
Two neurodevelopmental conditions, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), have been associated with executive function (EF) impairments but the specificity of their impairments is still controversial. The present meta-analysis aimed to identify the differences in EF profiles of ASD, [...] Read more.
Two neurodevelopmental conditions, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), have been associated with executive function (EF) impairments but the specificity of their impairments is still controversial. The present meta-analysis aimed to identify the differences in EF profiles of ASD, ADHD, and ASD+ADHD in relation to a control group of individuals with typical development (TD) and to understand whether the EF performance could change depending upon the type of measure used to assess EF (performance tests vs. questionnaires). Results from 36 eligible studies revealed that ADHD and ASD showed more difficulties than the TD group in tests and, particularly, in questionnaires. No significant differences in the EF profile emerged between ASD and ADHD when assessed through neuropsychological tests (d = 0.02), while significant differences emerged when assessed through questionnaires, with ADHD having higher ratings than ASD (d = −0.34). EF questionnaires and neuropsychological tests may catch two different constructs of EF, with the former being more predictive of everyday life EF impairments. The comparison between the double diagnosis group (ADHD+ASD) and the clinical groups pointed out that the former has a more similar EF profile to the ADHD-alone one and that it shows more difficulties than ASD-alone. Full article
(This article belongs to the Special Issue Children with Specific Neurodevelopmental Disorders: Assessment and Intervention)
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