Search Results (273)

Background/Objectives: Higher education requires students to communicate in complex academic and social contexts, including oral presentations, group work, help-seeking, assessment, and peer interaction. For students with developmental communication disorders, and communication-related developmental profiles, these demands may create hidden participation vulnerabilities that affect mental health, academic engagement, and belonging. This scoping review mapped empirical evidence among tertiary students, focusing on mental health, academic participation, social belonging, institutional support, and contextual influences. Methods: A scoping review was conducted in accordance with PRISMA-ScR guidance. Five databases, PubMed, PsycINFO, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed empirical studies published from 2000 onwards. Eligible studies involved university, college, or tertiary students with developmental speech, language, fluency, pragmatic communication, or communication-related developmental profiles, who reported at least one mental health, academic, or social participation outcome. Data were charted and synthesised thematically, with methodological quality appraised using CASP-informed criteria. Results: Twenty-one studies were included. Evidence was strongest for stuttering and fluency-related participation, while research on developmental language disorder, speech sound disorder, pragmatic language impairment, cluttering, and mixed communication profiles was limited. Across studies, communication needs intersected with anxiety, depression, stress, self-efficacy, oral assessment, help-seeking, disclosure, stigma, accommodation access, and belonging. Key limitations included reliance on self-report, cross-sectional or retrospective designs, inconsistent diagnostic confirmation, and limited evidence for intervention. Conclusions: The available evidence suggests that developmental communication disorders and communication-related developmental profiles can function as hidden participation vulnerabilities in higher education. These vulnerabilities are shaped by students’ communication profiles and by communication-intensive university environments. Universities may therefore need communication-accessible teaching, flexible assessment, visible support pathways, and coordinated support across disability services, counselling, academic support, and speech–language pathology. Full article

Background/Objectives: Cochlear implantation (CI) represents a well-established intervention for the management of severe to profound sensorineural hearing loss. The co-occurrence of severe hearing loss and Autism Spectrum Disorder (ASD) presents unique diagnostic and therapeutic challenges that significantly impact post-implantation outcomes. This review aims to synthesize the current literature on cochlear implantation in children with Autism Spectrum Disorder (ASD), including diagnostic, audiological, rehabilitative, and functional outcome considerations. Methods: A structured search of PubMed and Scopus was performed for English-language articles published between January 2000 and January 2026, focusing on audiological assessment, rehabilitation challenges, multidisciplinary management, and post-implant functional outcomes in this population. Results: The findings synthesized in this review suggest that cochlear implantation in children with Autism Spectrum Disorder must be interpreted within a broader communicative-ecological framework rather than through auditory metrics alone. These findings highlight a multidimensional model of post-implant outcomes, shaped by the dynamic interplay between auditory access, social engagement, family context, and language-learning environments. Conclusions: Most children with ASD and severe-to-profound hearing loss show improvements in speech perception and production after cochlear implantation, although outcomes are highly variable. A multidisciplinary approach, through coordinated collaboration among specialists, enhances family engagement, optimizes compliance with care plans, and ultimately contributes to improved clinical and developmental outcomes. ASD should not be considered a contraindication for CI; however, careful individual assessment, realistic parental counseling, and a multidisciplinary approach availability to evaluation and rehabilitation are essential. Full article

Background: RIDInet-Reading Trainer 2 (RT-2) is a web-platform for the remote treatment of developmental dyslexia (DD) which has been shown to improve reading performance. However, no previous studies have investigated stability in reading improvement after RT-2 training and the influence of a previous diagnosis of developmental language disorder (DLD) and of participants’ age on stability. Objectives: In a sample of 52 Italian-speaking children with DD who participated in a 3-month home-based treatment with RT-2, we aimed (1) to assess the stability in reading improvement after RT-2 training at a 3-month follow-up and the potential moderating role of DLD and age; and (2) to evaluate the impact of RT-2 training in reading comprehension. Results: By implementing linear mixed model analysis, our findings confirmed reading improvement after RT-2 training in word and text reading in DD. Moreover, we observed an overall stability in single-word and text reading speed performances after three months, regardless of the diagnosis of DLD and the age of the participants. Conversely, accuracy showed an overall stability for single-word reading, while it was significantly stable only in the younger participants in text reading. The improvement was educationally relevant as it impacted reading comprehension. Conclusions: The current study supports the use of remotely delivered DD interventions among school-aged children. Full article

Background/Objectives: Digital technologies are increasingly explored as complementary tools in speech and language therapy for children with neurodevelopmental disorders. However, evidence on virtual reality-based interventions for children with developmental language disorder (DLD) remains limited. This study aimed to evaluate the effects of a Virtual Reality Rehabilitation System (VRRS)-based language intervention combined with standard speech therapy in preschool children with DLD. Secondary objectives included assessing the feasibility, usability, and safety of the VRRS-integrated intervention. Methods: A randomized controlled pilot study was conducted in preschool children diagnosed with DLD. Participants were allocated to an experimental group receiving VRRS-based language intervention integrated with conventional therapy or to a control group receiving standard speech therapy alone. Both groups attended two 60 min sessions per week for six months. Clinical language outcomes were assessed at baseline (T0) and post-intervention (T1). Feasibility was evaluated through adherence and retention rates, usability through a therapist-completed questionnaire, and safety through monitoring of adverse events during sessions. Results: All participants in the experimental group completed the intervention (100% retention). No adverse events were observed. Therapists reported good usability of the VRRS system, highlighting ease of exercise customization, intuitive monitoring of progress, and good integration into routine therapy. Conclusions: VRRS-based activities integrated into conventional speech therapy appear feasible, safe, and well accepted in preschool children with DLD. Further controlled studies with larger samples are needed to confirm these findings. Trial Registration: ClinicalTrials.gov (NCT07438639). Full article

Background/Objectives: Peripheral biomarkers for autism spectrum disorder (ASD) have shown mixed results in previous studies. In this study, complete blood count-derived immune-inflammatory markers, iron and micronutrient levels, and thyroid function were compared between drug-naïve preschoolers newly diagnosed with ASD and healthy controls. Additionally, the relationships between these markers, symptom severity, and developmental skills were examined. Methods: This retrospective case–control study included 62 children with ASD (aged 24–72 months) and 61 age-matched healthy controls. Symptom severity, behavioral traits, and developmental status were assessed using the Childhood Autism Rating Scale (CARS), Autism Behavior Checklist (ABC), and Denver II Developmental Screening Test (DDST), respectively. Composite inflammatory indices were calculated from hemogram data. Statistical analyses incorporated Holm–Bonferroni corrections for multiple comparisons and sex-stratified exploratory analyses of conditional associations using 95% bootstrap confidence intervals based on 5000 resamples. Results: Children with ASD demonstrated significantly lower mean corpuscular volume (MCV; d = 0.66, adj. p = 0.019), lower mean platelet volume (MPV; d = 0.58, adj. p = 0.034), and higher absolute lymphocyte counts (LYMPH; d = 1.10, adj. p = 0.019). Initial group differences in ferritin, serum iron, and transferrin saturation did not survive adjustment (adj. p > 0.05). Composite inflammatory indices were not significantly associated with clinical or developmental scores. Higher CARS and ABC scores correlated with lower personal–social and language scores on the DDST (p < 0.01). Furthermore, exploratory sex-stratified, conditional association analyses suggested preliminary basophil- and lymphocyte-related patterns in girls; however, these findings are strictly hypothesis-generating due to the small female sample size (n = 12). Conclusions: Newly diagnosed, drug-naïve preschoolers with ASD showed a distinct baseline blood profile, including lower MCV and MPV and higher lymphocyte counts. Clinical challenges were most evident in personal–social and language domains. While the primary diagnostic value of routine hemograms in this context appears limited, the exploratory sex-stratified basophil- and lymphocyte-related patterns require validation in adequately powered future cohorts. Full article

Pediatric neurodevelopmental disorders (NDDs) encompass a highly heterogeneous group of conditions characterized by complex interactions among genetic, molecular, developmental, and environmental factors. Growing evidence increasingly supports an important role for neuroglial dysfunction, including disturbances in astrocytic, microglial, and oligodendroglial biology, in the pathophysiology of disorders such as autism spectrum disorder, global developmental delay, intellectual disability, and rare neurogenetic syndromes. At the same time, artificial intelligence (AI)-assisted analytical approaches are becoming increasingly relevant in pediatric diagnostics through integration of multidimensional datasets, including clinical phenotypes, neuroimaging, genomic sequencing, and molecular biomarkers. This review examines the evolving intersection of neuroglial biology and AI-based analytical methods in pediatric NDDs. Current understanding of neuroglial mechanisms underlying disease vulnerability and developmental heterogeneity is discussed alongside emerging applications of machine learning, deep phenotyping platforms, radiogenomics, and large language models in diagnostic interpretation and clinical decision support. Important translational and ethical challenges, including algorithmic bias, interpretability limitations, data governance, and disparities in data accessibility, are also considered. Overall, integration of neuroglial research with AI-assisted analytical frameworks may contribute to more biologically informed interpretation of pediatric neurodevelopmental disorders and support ongoing development of increasingly individualized diagnostic approaches. Full article

Research on sex-related differences in child and adolescent neurocognitive development has often been framed around whether boys and girls differ and which group performs better. This framing is increasingly inadequate because it treats developmental timing, observable phenotypes, and clinical recognition as interchangeable forms of evidence. Drawing on developmental neuroscience, cognitive development, research on gendered experience, and clinical studies of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), this integrative narrative review proposes a developmental-visibility framework. The framework interprets sex-related differences across three analytically distinct layers: developmental timing, phenotypic expression, and clinical recognition. Developmental timing refers to age-related trajectories, pubertal coupling, maturation tempo, and variability. Phenotypic expression refers to how developmental differences may appear in language, executive function, emotion, and social cognition under specific task and measurement conditions. Clinical recognition refers to how informants, referral thresholds, compensatory or camouflaging behavior, and diagnostic tools influence which difficulties are identified. ASD and ADHD illustrate the clinical-recognition layer because less externally disruptive or more compensated presentations may remain underrecognized despite meaningful developmental burden. The framework helps explain why modest average effects, inconsistent behavioral findings, and unequal clinical recognition can coexist. It shifts the field from asking whether sex-related differences exist to asking when, how, and under what social and clinical conditions they become visible. Full article

This study presents a newly developed Sentence Repetition Task/SRT as a tool designed to investigate the acquisition of different syntactic structures in children with typical development (TD) and Developmental Language Disorder (DLD). The tool is grounded in the Growing Trees (GT, henceforth) approach, which assumes that developmental progression reflects the hierarchical growth of the syntactic tree, as described in cartographic analyses of clause structure. The SRT Protocol was constructed following the three developmental stages identified by GT: VP/TP, lower zone of the Left Periphery (LP henceforth), and higher LP zone. A preliminary pilot version was administered to 27 TD and 28 DLD children, followed by a revised second version with improved item design and broader syntactic coverage, administered to 28 TD and 21 DLD children. Descriptive and inferential analyses demonstrate a clear hierarchy in the acquisition of Italian morphosyntax, fully consistent with the three-stage developmental progression predicted by the model. Children with DLD follow the same path but with delayed acquisition and slower consolidation of certain structures. These findings provide developmentally grounded benchmarks for identifying morphosyntactic delays and show that the SRT Protocol is a reliable tool for profiling early syntactic development. Crucially, the protocol supports diagnosis and clinical practice by helping clinicians ensuring interventions that are both theoretically informed and aligned with syntactic growth. Full article

Developmental language disorder (DLD) is a neurodevelopmental condition characterized by persistent difficulties in language acquisition, affecting both comprehension and production, and typically emerging in early childhood through deficits in morphosyntax, vocabulary and phonology. Although distinct from Specific Learning Disabilities, particularly in reading, the two conditions often co-occur, sharing underlying mechanisms and leading to overlapping challenges such as impaired phonological processing, limited vocabulary, weak narrative skills, and reading comprehension difficulties. This study examined the effects of two intervention programs—semantic versus phonological—on oral language skills in 107 Greek children with DLD aged 4;1–5;10. Participants were randomly assigned to a phonological (n = 35), a semantic (n = 35), or a control group (n = 37). Interventions were delivered individually twice weekly over 16 weeks (32 sessions). Language performance was assessed at baseline, immediately post intervention, and at a four-month follow-up using standardized measures. Repeated-measures ANOVAs evaluated within- and between-group differences. Results indicated differential but complementary effects of the two interventions: phonological training enhanced greatly phonological awareness (d = 0.80) and was associated with short-term gains in vocabulary, whereas the semantic intervention produced sustained improvements in vocabulary (d = 0.45). While the semantic group performed slightly better than the control group, no statistically significant difference was found between the two intervention groups, suggesting broadly comparable but domain-specific benefits. These findings highlight the value of systematic interventions and indicate that combining semantic and phonological approaches may optimize language and literacy development, providing evidence-based guidance for early intervention in preschool children with DLD. Full article

The present study examined psychoemotional profiles associated with reading comprehension among third-grade Greek students with typical development, learning disabilities, and developmental language disorder. A person-centered approach was used to identify distinct profiles based on academic emotions, reading motivation, and reading comprehension performance. The sample consisted of 83 third-grade students from public elementary schools in Attica, Greece (mean age = 107.45 months). Participants were classified into three groups: typically developing students, students with learning disabilities, and students with developmental language disorder. Hierarchical cluster analysis using Ward’s method followed by k-means clustering was conducted separately for each group. Two psychoemotional profiles emerged in all three groups. In the typically developing and learning disabilities groups, the profiles differed in emotional and motivational characteristics but not in reading comprehension performance. In contrast, in the developmental language disorder group, the profiles differed significantly in reading comprehension: one profile was characterized by lower comprehension, higher negative emotions, and higher motivation, whereas the other showed higher comprehension, more positive emotions, and lower motivation. These findings highlight the heterogeneity of psychoemotional experiences associated with reading and suggest that the role of reading comprehension in profile differentiation may vary across developmental groups. The results underscore the importance of addressing both cognitive and psychoemotional aspects of reading in educational interventions, particularly for students with developmental language disorder. Full article

Background: Posttraumatic stress disorder (PTSD) in ages 3–18 is associated with disturbances in attention, working memory, processing speed, and executive control, as well as persistent difficulties in affect regulation. These neuropsychological vulnerabilities might interfere with learning, peer relationships, and the consolidation of age-appropriate developmental skills. Methods: We conducted a narrative review informed by a structured literature search in PubMed, Scopus, PsycINFO, Embase, EBSCOhost, Web of Science, and Google Scholar. English-language publications from 1990 to 2025 were considered if they examined (1) neuropsychological outcomes of trauma exposure or PTSD in youth and/or (2) interventions with potential to modify neurocognitive or affective functioning, including trauma-focused cognitive behavioral therapy (TF-CBT), mindfulness-based interventions, cognitive rehabilitation strategies, and biofeedback/neurofeedback. Results: Across study designs, trauma exposure and PTSD in youth are consistently linked to impairments in attentional control and executive functioning, with downstream effects on everyday memory and academic performance. Neurobiological studies commonly implicate altered reactivity within amygdala-centered threat circuits and reduced top-down modulation by prefrontal networks, although findings vary with trauma type, developmental stage, and comorbidity. TF-CBT remains the best-supported intervention for pediatric PTSD symptoms; however, neurocognitive outcomes are measured less frequently. Mindfulness-based programs show promise for strengthening attention and emotion regulation when carefully adapted for trauma-exposed youth. Neurofeedback and targeted cognitive rehabilitation represent emerging approaches with preliminary evidence, but the literature remains heterogeneous. Conclusions: An intervention strategy that combines symptom-focused trauma therapy with explicit targeting of executive control, memory processes, and affect regulation may represent a developmentally informed clinical framework for trauma-exposed youth. Future trials need to incorporate standardized neuropsychological endpoints and examine moderators that inform treatment matching. Full article

Background: Speech-language pathology (SLP) and audiology services are essential components of multidisciplinary rehabilitation, particularly for individuals with developmental, neurological, and communication-related disorders. National-level data describing the distribution and utilization of these services in Saudi Arabia remain limited. This study aimed to examine national patterns of rehabilitation service utilization, with a focus on SLP and audiology services in comparison to other rehabilitation specialties. Methods: A retrospective cross-sectional analysis was conducted using publicly available national open data released by the Saudi Ministry of Health (MOH). Aggregated rehabilitation service encounters (n = 1,872,328 to 1,930,695) from 2023–2024 were analyzed by specialty, geographic region, sector (MOH clusters versus private sector), and pediatric age groups. Descriptive statistics were used to characterize utilization patterns and regional variation. Results: Rehabilitation services were widely delivered across both public and private sectors, with physiotherapy representing the largest share of encounters. SLP and audiology services contributed a smaller proportion of total rehabilitation encounters compared to other specialties. Service distribution varied regionally, with higher volumes concentrated in major urban areas including Riyadh, Makkah, and the Eastern Region. Pediatric service encounters were highest in early childhood (ages 3–7), with SLP and audiology services forming a consistent component of rehabilitation during this period. Conclusions: This study provides a descriptive overview of rehabilitation service utilization in Saudi Arabia, highlighting the distribution of SLP and audiology services relative to other specialties and across regions. Findings emphasize the importance of addressing regional variation, supporting workforce development, and enhancing national rehabilitation data systems to inform planning and ensure comprehensive access to communication and hearing services. Full article

Background/Objectives: Developmental Language Disorder (DLD) affects approximately two children in every classroom and significantly impacts literacy development and academic achievement. Given the central role of language in learning, teachers are well-positioned to identify, support, and advocate for children with DLD through referrals, interventions, and inclusive curriculum delivery. However, evidence consistently indicates that teachers lack fundamental knowledge of DLD, highlighting an urgent need for targeted professional training. This study, conducted in Cyprus, aimed to (1) explore pre-school and primary school teachers’ knowledge and views regarding DLD and (2) synthesize an evidence-based checklist of essential topics for DLD teacher training. Methods: A total of 133 teachers completed an online questionnaire addressing three research questions: teachers’ knowledge of DLD and its characteristics; their attitudes toward DLD; and their perceptions of their role in supporting children with DLD. Results: Findings aligned with international trends, showing limited confidence in supporting students with DLD despite reasonable familiarity with the label and its core features. Teachers demonstrated a broad understanding of their supportive role but acknowledged knowledge limitations and requested structured professional development. Based on these findings and existing literature, the Basic-DLD Guide was created for researchers, practitioners, and continuing education providers, to inform the development of basic trainings. Conclusions: The study’s findings and the guide can have direct clinical significance, providing an evidence-informed foundation for designing structured professional training to improve identification and support for children with DLD in educational settings. Full article

Background: Communication, language, and speech disorders are highly prevalent in children with cerebral palsy (CP) and substantially impact social, educational, and community participation. However, few studies have systematically characterized communicative and linguistic profiles using standardized assessments. This paper outlines the work of the ‘Italian CP & Language Network’ over the last two years, focusing on identifying research priorities, developing specialized assessment protocols, and proposing a shared classification system for speech and language disorders in children with CP. Methods: A survey was sent to 11 specialized centers to investigate clinical practices and assessment tools. Based on the results and an extensive literature review, the group developed three age- and complexity-based diagnostic protocols and a shared classification system. Results: The survey highlighted high variability in test selection, especially for speech and pragmatic assessment, and a significant need for ad hoc tools for augmentative and alternative communication (AAC). Three standardized protocols were defined: (1) early language (<48 months), (2) school-age language and pragmatics (4–12 years), and (3) minimally verbal children (6–12 years). A multi-level classification system for language and speech disorders was proposed to improve diagnostic consistency. Conclusions: Standardizing assessment is a critical step toward early identification of communicative vulnerabilities to guide tailored interventions and promote participation and quality of life across developmental stages. The group provides a framework for prospective multicenter data collection to correlate linguistic and speech phenotypes with neuroradiological features and motor outcomes. Full article

Background/Objectives: The initial systematic review of “Concurrent Disorder Management Guidelines. Systematic Review” assessed the quality of the concurrent disorders’ clinical management guidelines in 2020, including the guidelines in the field from 2000 to 2020. Twenty-four guidelines were identified and assessed with AGREE II (Appraisal of Guidelines for Research and Evaluation). As dual disorder needs increased specifically among the younger population, requiring significant healthcare resources, more efficient approaches targeting complex concurrent disorders are essential. Since 2020, multiple new guidelines have been developed in response to new developments in the field of substance use disorder management. This systematic review update aimed to identify and appraise all new available concurrent disorder management guidelines to strategize the management of concurrent disorders, support better outcomes and further research directions. Methods: The review was registered, and protocol is available in the international register—PROSPERO. Literature searches were performed by two independent authors in electronic databases and the gray literature. The inclusion criteria were English language clinical management guidelines for adult concurrent disorders between 2020 and 2025. Sources that were not formal clinical guidelines, not addressed to physicians for adult age group, addressed to intellectual/developmental disability, or written in languages other than English were excluded. Results: The initial search resulted in 5003 records. A total of eight new guidelines were identified and assessed with AGREE II, highlighting the consistent gap in the evidence-based management recommendations. Conclusions: The appraised guidelines had similar quality to the 2020 findings, supporting dual or combined treatment; however, all guidelines had multiple domains not developed rigorously and with methodological limitations. Levels of complexity and staging of treatment were not considered in recommendations. Average domain scores were very low, with the lowest being applicability and editorial independence. Development of high-quality, rigorously developed, evidence-based guidelines, addressing staging, resource implications, and patient involvement is recommended as the evidence base remains underdeveloped. Full article