Mental Health Interventions for Children with Neurodevelopmental Disorders and Caregivers

A special issue of Healthcare (ISSN 2227-9032).

Deadline for manuscript submissions: closed (31 March 2026) | Viewed by 2069

Special Issue Editors


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Guest Editor
Graduate Program in Human Developmental Sciences, Mackenzie Presbyterian University, Rua da Consolação, 930, Consolação, São Paulo 01392-907, Brazil
Interests: psychological assessment; psychological intervention; neurodevelopmental disorders; autism; applied behavior analysis; attention deficit hyperactivity disorder; intellectual disability and mental health

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Guest Editor
Department of Psychology and Education, Faculty of Social and Human Sciences, University of Beira Interior, Pólo IV, 6200-209 Covilhã, Portugal
Interests: psychological assessment; psychological intervention; psychopathology; health and clinical psychology; social psychology; public health; autism and stigma
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Special Issue Information

Dear Colleagues,

Many advances have been made in recent years regarding early screening and diagnosis of children with neurodevelopmental disorders, especially autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual disability (ID). There is also a growing body of evidence on the efficacy and effectiveness of mental health interventions for children with neurodevelopmental disorders and caregivers. These clinical conditions represent a significant global health burden. Effective interventions are crucial for mitigating developmental problems, adaptive deficits, social inclusion problems, and parental mental health problems. Scientific studies that show effectiveness in mental health interventions in childhood become solid evidence for health policymakers. Developed countries, for example, already have a body of evidence on interventions with more consolidated effectiveness indicators than developing countries. Interventions must be adapted to specific socioeconomic contexts. Overall, this Special Issue will be able to add new evidence on the effectiveness of interventions to the existing literature and to increase global awareness about this agenda, especially in regions with low-resource settings.

We are pleased to invite you to provide clinicians, mental health professionals, and researchers with evidence-based mental health interventions for children with ASD, ADHD, and ID.

In this Special Issue, we welcome original research articles, reviews of the literature (narrative review or systematic reviews—with or without meta-analysis), observational studies (cross-sectional and longitudinal), randomized clinical trials, and open clinical trials.

Research areas may include (but are not limited to) the following:

  • Studies evaluating the feasibility, effectiveness, or efficiency of mental health interventions for children with ASD, ADHD, and ID and their caregivers.
  • Studies evaluating barriers and facilitators to educational or mental health services for children with these neurodevelopmental disorders and caregivers.
  • Systematic (with or without meta-analyses) and integrative reviews on relevant and up-to-date topics regarding mental health interventions for children with ASD, ADHD, and ID.

We look forward to receiving your contributions.

Prof. Dr. Maria Cristina Triguero Veloz Teixeira
Dr. Felipe Alckmin-Carvalho
Guest Editors

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Keywords

  • neurodevelopmental disorders
  • autism spectrum disorder
  • attention-deficit/hyperactivity disorder
  • intellectual disability
  • mental health intervention
  • parental training
  • mental health services in neurodevelopmental disorders

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Published Papers (2 papers)

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Research

12 pages, 264 KB  
Article
Intersectoral Collaboration Between Educational and Mental Health Services for Autistic Children and Adolescents in Brazil
by Leni Porto Costa Siqueira, Valentina Acosta Bermúdez, Valentina Franco Gomes, Guilherme Carvalho de Paula Francisco, Felipe Alckmin-Carvalho, Piyali Bhattacharya, Andrew D. R. Surtees and Maria Cristina Triguero Veloz Teixeira
Healthcare 2026, 14(9), 1170; https://doi.org/10.3390/healthcare14091170 - 27 Apr 2026
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Abstract
Introduction/Objectives: Intersectoral collaboration between education and mental health services is central to the care of autistic children and adolescents. However, recent literature indicates that evidence remains limited regarding how these collaborative arrangements are implemented in routine public services, particularly in low- and middle-income [...] Read more.
Introduction/Objectives: Intersectoral collaboration between education and mental health services is central to the care of autistic children and adolescents. However, recent literature indicates that evidence remains limited regarding how these collaborative arrangements are implemented in routine public services, particularly in low- and middle-income countries (LMICs). This study aimed to assess the intersectoral collaboration between Brazilian educational and mental health services for autistic children and adolescents and to examine the frequency and type of intersectoral contact. Methods: An exploratory cross-sectional study was conducted in the municipal public education system of Niterói, a city in the Southeast region of Brazil. Participants included parents of 123 autistic children and adolescents, 49 teachers from mainstream education and specialized educational services (SES), and 24 health professionals. Data were collected using structured questionnaires with multi-informant reports. The instruments were specifically developed for the study and submitted to expert content-validation procedures. Analyses included descriptive statistics and, in a subsample of 51 matched cases with paired responses from teachers and health professionals, Cohen’s kappa to assess agreement between reports. Results: Low levels of intersectoral collaboration were observed, characterized by infrequent contact, limited information exchange, and slight agreement between reports from teachers and health professionals (κ = 0.25; p = 0.01). Teachers were more likely to know where care was provided than to know which specialists were involved, while more than half of health professionals did not know which school the child attended. Conclusions: In the investigated municipal network, care appeared fragmented, highlighting difficulties in translating intersectoral recommendations from public policies into routine collaborative practices. Full article
22 pages, 1188 KB  
Article
Behavior and Speech Features of Children with ADHD
by Elena Lyakso, Olga Frolova, Andrey Lebedev, Petr Shabanov, Severin Grechanyi, Elina Atamanova, Marina Kovelenova and Victoria Limarenko
Healthcare 2026, 14(6), 814; https://doi.org/10.3390/healthcare14060814 - 22 Mar 2026
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Abstract
Background/Objectives: The goal of the study was to identify the peculiarities of attention deficit hyperactivity disorder (ADHD) on the base of the behavioral characteristics and acoustic features of speech of children with ADHD and ADHD with comorbidity—ADHD and autism spectrum disorders (ASD) [...] Read more.
Background/Objectives: The goal of the study was to identify the peculiarities of attention deficit hyperactivity disorder (ADHD) on the base of the behavioral characteristics and acoustic features of speech of children with ADHD and ADHD with comorbidity—ADHD and autism spectrum disorders (ASD) and ADHD and intellectual disabilities (ID)—within the framework of one test task. Behavioral characteristics were selected using DSM-V criteria; acoustic features of speech were considered by researchers as speech markers of ASD and ID detected for different languages. Methods: The study includes 92 children aged 5–13 years with ADHD, ADHD and ID, ADHD and ASD, and control groups of children diagnosed with ASD, ID and typically developing (TD) children. The children were tested using the test task “co-op play”. Video and audio recordings of children performing the test task were collected. We used a complex approach to study the peculiarities of children with ADHD through expert analysis of children’s behavior and play, acoustic spectrographic analysis of speech and questionnaires about early childhood development filled out by parents. Results: The characteristics of behavior, play, and acoustic features of speech of children with ADHD and ADHD and comorbidity were revealed. Children with ADHD had lower behavior scores in the play situation on the expert assessment than TD children, with the greatest differences for characteristics of play, “Playing for toy”, and of behavior “Displaced activity” and “Losing attention”. The speech of children with ADHD is characterized by low values of the third formant and the difference between the first two formants, compared to the corresponding speech features of children from other groups. The speech of children with ADHD+ASD is characterized by maximal pitch values (high voice), while that of children with ADHD+ID is characterized by low vowel articulation index values. Conclusions: Based on the analysis of behavior and speech of children with TD, ADHD, ADHD and comorbidity performing the “co-op play” test task, the set of characteristics specific to ADHD was identified. The obtained data expand our understanding of the specificity of children with ADHD and may contribute to the development of qualified support for families with children with ADHD. Full article
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