Early Interventions for Children with Language Developmental Disabilities

Dear Colleagues,

Clinical and research data highlight the importance of early assessment of socio-cognitive and communicative–linguistic development for later learning. In particular, it seems important to identify, as early as possible, risk profiles and/or indicators and aspects that could be linked to specific neurodevelopmental disorders (e.g., autism spectrum disorders, learning or language disorders, etc.). Early and in-depth screening becomes even more functional in groups of children potentially at risk (e.g., premature infants, twins or children with specific familiarity, etc.). Different intervention strategies, starting from a comprehensive assessment, are characterized by integrated, targeted, and multidisciplinary programs, according to the neuropsychological profile of the individual child. Another aspect also concerns intervention in the child's various life contexts with different methodological strategies.

This Special Issue seeks to explore the myriad of vulnerabilities and/or specific problems that may emerge in conjunction with or prior to the diagnosis of a neurodevelopmental disorder. It focuses on the following:

1. Diagnosis and associated challenges: Investigation of the range of problems that may manifest in preschool (infancy) and school-age children This includes an examination of primary and secondary disorders, behavioral and emotional–relational difficulties, psychopathologies, and particular vulnerabilities and environmental factors.
2. Intervention strategies: Evaluation of different intervention approaches, from those addressing risk conditions and developmental problems in preschool children to more targeted strategies for different neurodevelopmental disorders. It emphasizes the critical role of an integrated, multimodal intervention adapted to the various contexts of the child's life, including family and educational settings.
3. The role of technology: Assess how technological advances can improve the quality of intervention in clinical, family, and educational settings and involve children and adolescents in their treatment.
4. Insights from longitudinal and case studies: Present case studies to highlight neuropsychological profiles and individual differences, along with longitudinal research to trace developmental trajectories over time
5. Contextual considerations: highlight the importance of assessment and intervention in the different environments of children with special problems.

Dr. Micaela Capobianco
Dr. Maria Grazia Logrieco
Guest Editors

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• predictors
• language abilities
• multimodal strategies
• neurodevelopmental disorders
• technology