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New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders

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A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Applied Biosciences and Bioengineering".

Deadline for manuscript submissions: closed (30 August 2023) | Viewed by 34008

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Special Issue Editors

Dr. Maria Luisa Lorusso

E-Mail Website1 Website2
Guest Editor

Scientific Institute IRCCS E. Medea, Unit of Neuropsychology of Developmental Disorders, Bosisio Parini, 23842 Lecco, Italy
Interests: neurodevelopmental disorders; e-health
Special Issues, Collections and Topics in MDPI journals

Dr. Francesca Borasio

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Guest Editor

1. Scientific Institute IRCCS E. Medea, Unit of Neuropsychology of Developmental Disorders, Bosisio Parini, 23842 Lecco, Italy;
2. Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy
Interests: developmental dyslexia; magnocellular system

Dr. Sara Mascheretti

E-Mail Website1 Website2
Guest Editor

Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, Italy
Interests: risk factors; intermediate phenotypes

Special Issue Information

Dear Colleagues,

As the recent pandemic has dramatically highlighted, the role of new technologies as part of clinical activity is of crucial and steadily increasing importance in the new millennium health systems. Neurodevelopmental disorders, such as ADHD, autism spectrum disorders, language and learning disorders, intellectual disability, and other frequent childhood disorders affecting the central nervous system, result from a combination of genetic, biological, psychosocial and environmental risk factors. The complexity of their origin is reflected in the complexity of their respective assessment and treatment, which need to address several functions and diverse abilities and usually need the children to be able to frequently and repeatedly have physical access to health services. Our aim is to offer an updated overview of the multidisciplinary work on the development of new technological solutions for automatized and/or remotely supervised assessment and empowerment of cognitive skills in children with neurodevelopmental disorders, allowing a more flexible and yet highly accurate and reliable management of their health needs.

Dr. Maria Luisa Lorusso
Dr. Francesca Borasio
Dr. Sara Mascheretti
Guest Editors

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Keywords

neurodevelopmental disorders
new technologies
ADHD
dyslexia
learning disorders
language disorders
autism spectrum disorders
intellectual disability
cognitive functions
perceptual functions
reading
spelling
executive functions
remote assessment
remote intervention
e-health
web-based technologies

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Published Papers (11 papers)

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Editorial

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4 pages, 184 KiB

Open AccessEditorial

New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders

by Francesca Borasio, Sara Mascheretti and Maria Luisa Lorusso

Appl. Sci. 2023, 13(22), 12165; https://doi.org/10.3390/app132212165 - 9 Nov 2023

Viewed by 842

Abstract

In recent years, partly due to the SARS-CoV-2 pandemic, the use of new technologies in clinical activity has increased [...] Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

Research

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34 pages, 6518 KiB

Open AccessArticle

Pragmatic Language Impairment: A Scientometric Review

by Ahmed Alduais, Hind Alfadda, Silvia Allegretta and Tamara Trivkovic

Appl. Sci. 2023, 13(16), 9308; https://doi.org/10.3390/app13169308 - 16 Aug 2023

Cited by 2 | Viewed by 3091

Abstract

Pragmatic language impairment (PLI) is a complex and wide-ranging condition affecting numerous individuals worldwide, yet its exact prevalence and scope remain uncertain due to its interconnections with other conditions and symptoms, such as neurodevelopmental disorders, learning disabilities, developmental dysphasia, and aphasia. This study presents a comprehensive review of PLI, tracing its historical, current, and future trajectories through the lens of both bibliometric and scientometric indicators. The study analysed a substantial corpus of 3852 documents related to PLI, including sources from Scopus, Web of Science, and Lens, spanning the period from 1977 to 2022. This investigation utilised advanced software tools such as CiteSpace 5.8.R3 and VOSviewer 1.6.18 to detect patterns, connections, and bursts in scholarly works related to PLI. Key findings of this review include the identification of major clusters in the PLI literature, which include social communication disorder, traumatic brain injury, autism spectrum disorder, and inferential meaning. These clusters represent significant sub-themes within the PLI research body, with repetitive mentions of autism spectrum disorder suggesting its critical overlap with PLI. Other noteworthy clusters included Asperger’s syndrome, behavioural problems, belief reports, and diagnostic observation schedule scores, all of which contribute to the nuanced understanding of PLI. The study provides a comprehensive overview of PLI development, drawing on theoretical, historical, and empirical evidence. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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18 pages, 1715 KiB

Open AccessEditor’s ChoiceArticle

TeleFE: A New Tool for the Tele-Assessment of Executive Functions in Children

by Carlotta Rivella, Costanza Ruffini, Clara Bombonato, Agnese Capodieci, Andrea Frascari, Gian Marco Marzocchi, Alessandra Mingozzi, Chiara Pecini, Laura Traverso, Maria Carmen Usai and Paola Viterbori

Appl. Sci. 2023, 13(3), 1728; https://doi.org/10.3390/app13031728 - 29 Jan 2023

Cited by 11 | Viewed by 2924

Abstract

In recent decades, the utility of cognitive tele-assessment has increasingly been highlighted, both in adults and in children. The present study aimed to present TeleFE, a new tool for the tele-assessment of EF in children aged 6–13. TeleFE consists of a web platform including four tasks based on robust neuropsychological paradigms to evaluate inhibition, interference suppression, working memory, cognitive flexibility, and planning. It also includes questionnaires on EF for teachers and parents, to obtain information on the everyday functioning of the children. As TeleFE allows the assessment of EF both remotely and in-person, a comparison of the two modalities was conducted by administering TeleFE to 1288 Italian primary school children. A series of ANOVA was conducted, showing no significant effect of assessment modality (p > 0.05 for all the measures). In addition, significant differences by class emerged for all the measures (p < 0.001 for all the measures except p = 0.008 for planning). Finally, a significant sex effect emerged for inhibition (p < 0.001) and for the reaction times in both interference control (p = 0.013) and cognitive flexibility (p < 0.001), with boys showing a lower inhibition and faster reaction times. The implications of these results along with the indications for the choice of remote assessment are discussed. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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22 pages, 3871 KiB

Open AccessArticle

Remote Screening for Developmental Language Disorder in Bilingual Children: Preliminary Validation in Spanish–Italian Speaking Preschool Children

by Maren Eikerling, Marco Andreoletti, Matteo Secco, Bianca Luculli, Giulia Cha, Sofía Castro, Stefania Gazzola, Daniela Sarti, Franca Garzotto, Maria Teresa Guasti and Maria Luisa Lorusso

Appl. Sci. 2023, 13(3), 1442; https://doi.org/10.3390/app13031442 - 21 Jan 2023

Cited by 3 | Viewed by 2811

Abstract

Due to the difficulties in differentiating bilingual children with Developmental Language Disorder (DLD) from bilingual children with temporary language difficulties that may be caused by heterogeneous language input, language assessments of bilingual children are challenging for clinicians. Research demonstrates that assessments of bilingual children should be in all the languages a bilingual child speaks. This can be arduous for clinicians, but computerised screening approaches provide potential solutions. MuLiMi is a new web-based platform designed to automatise screening procedures for bilingual children at risk of DLD. To validate this procedure and investigate its reliability, 36 Spanish-speaking children, aged 4–6 years old, living in Italy, were tested remotely using the Italian–Spanish MuLiMi DLD screening. Sixteen of the participants were previously diagnosed with DLD. L2 (second or societal language) as well as L1 (first or family language) language abilities in static (nonword repetition, grammaticality judgement, and verb comprehension) as well as dynamic tasks (dynamic novel word learning) were assessed. Speed and accuracy of the children’s responses were automatically recorded (except nonword repetition). Significant associations emerged between the results obtained in the screening tasks when comparing them to parental questionnaires and standardised tests. An exploratory analysis of the diagnostic accuracy indicates that the single screening scores as well as the overall total score significantly contribute to DLD (risk) identification. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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29 pages, 3010 KiB

Open AccessArticle

Home-Based Activities for Children with Speech Sound Disorders: Requirements for a Tangible User Interface for Internet of Things Artefacts

by Joaquim Santos, Mário Vairinhos, Jonathan Rodriguez and Luis M. T. Jesus

Appl. Sci. 2022, 12(18), 8971; https://doi.org/10.3390/app12188971 - 7 Sep 2022

Cited by 4 | Viewed by 2774

Abstract

This paper presents the state of the art regarding the use of tangible user interfaces for internet of artefacts (IoA) targeting health applications, with a focus on speech and language therapy and related areas, targeting home-based interventions, including data security and privacy issues. Results from a systematic literature review, focus group, and a nationwide questionnaire have been used to determine the system requirements for an artefact prototype to be developed. The aim of this study was to understand what is the usual practice of clinicians and to contribute to a better intervention or post-intervention approach for children with Speech Sound Disorders (SSD). The literature review revealed that some studies proposed technological solutions while others used a social approach and/or gamified activities. We could conclude that more research is needed and that a unified method or framework to address SSD intervention or post-intervention tools is lacking. Clinicians need more and better tools to be able to quantify and qualitatively assess the activities developed at home. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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22 pages, 924 KiB

Open AccessArticle

Test–Retest Reliability in Automated Emotional Facial Expression Analysis: Exploring FaceReader 8.0 on Data from Typically Developing Children and Children with Autism

by Zsófia Borsos, Zoltán Jakab, Krisztina Stefanik, Bianka Bogdán and Miklos Gyori

Appl. Sci. 2022, 12(15), 7759; https://doi.org/10.3390/app12157759 - 1 Aug 2022

Cited by 5 | Viewed by 2568

Abstract

Automated emotional facial expression analysis (AEFEA) is used widely in applied research, including the development of screening/diagnostic systems for atypical human neurodevelopmental conditions. The validity of AEFEA systems has been systematically studied, but their test–retest reliability has not been researched thus far. We explored the test–retest reliability of a specific AEFEA software, Noldus FaceReader 8.0 (FR8; by Noldus Information Technology). We collected intensity estimates for 8 repeated emotions through FR8 from facial video recordings of 60 children: 31 typically developing children and 29 children with autism spectrum disorder. Test–retest reliability was imperfect in 20% of cases, affecting a substantial proportion of data points; however, the test–retest differences were small. This shows that the test–retest reliability of FR8 is high but not perfect. A proportion of cases which initially failed to show perfect test–retest reliability reached it in a subsequent analysis by FR8. This suggests that repeated analyses by FR8 can, in some cases, lead to the “stabilization” of emotion intensity datasets. Under ANOVA, the test–retest differences did not influence the pattern of cross-emotion and cross-group effects and interactions. Our study does not question the validity of previous results gained by AEFEA technology, but it shows that further exploration of the test–retest reliability of AEFEA systems is desirable. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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12 pages, 486 KiB

Open AccessArticle

The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia

by Alice Cancer, Marinella De Salvatore, Elisa Granocchio, Luca Andreoli, Alessandro Antonietti and Daniela Sarti

Appl. Sci. 2022, 12(7), 3360; https://doi.org/10.3390/app12073360 - 25 Mar 2022

Cited by 6 | Viewed by 3187

Abstract

Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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15 pages, 1565 KiB

Open AccessArticle

To Game or Not to Game? Efficacy of Using Tablet Games in Vocabulary Intervention for Children with DLD

by Rob Zwitserlood, Marjan ter Harmsel, Johanna Schulting, Karin Wiefferink and Ellen Gerrits

Appl. Sci. 2022, 12(3), 1643; https://doi.org/10.3390/app12031643 - 4 Feb 2022

Cited by 3 | Viewed by 3674

Abstract

The adoption of tablets by young children has raised enthusiasm and concern among speech and language pathologists. This study investigated whether tablet games can be used as effectively as real play objects in vocabulary intervention for children with developmental language disorder (DLD). A randomized, controlled non-inferiority trial was conducted with 70 3-year-old children with DLD. The novel intervention group (n = 35) received 12 10-min scripted intervention sessions with symbolic play using a tablet game spread out over 8–9 weeks. The standard intervention group (n = 35) received the same amount of intervention with real objects using the same vocabulary scripts. In each session, children were exposed to 22 target words. The primary outcome was the number of new target words learned. This was measured using a picture selection task including 22 target words and 22 control words at 3 time intervals: before the intervention, immediately post-intervention, and 5 weeks later. In both intervention groups, the children learned significantly more target words than control words. No significant differences in gains between the two intervention conditions were found. This study provides evidence that vocabulary intervention for toddlers with DLD using a tablet game is equally as effective as an intervention using real objects. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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15 pages, 981 KiB

Open AccessArticle

Using Technology for the Efficient and Precise Assessment of Cognitive Skills in Countries with Limited Standardized Assessment Instruments: A Report on the Case of Saudi Arabia

by Mei Tan, Nan Li, Catalina Mourgues, Lesley Hart, Abdullah Qataee, Mark Grossnickle, Chris Errato and Elena Grigorenko

Appl. Sci. 2022, 12(3), 1617; https://doi.org/10.3390/app12031617 - 3 Feb 2022

Cited by 3 | Viewed by 2394

Abstract

In Saudi Arabia, the country’s progress toward appropriate and inclusive education programs for children with disabilities is still evolving. A crucial aspect of this evolution has been the development of a comprehensive assessment battery that covers a broad range of cognitive factors for the diagnosis of neurodevelopment disorders and other types of intellectual atypicalities, including giftedness. The Alif–Ya Assessment Battery consists of 47 subtests based on various theories of intelligence. Alif–Ya capitalizes on advanced technologies to enable its delivery either in person or remotely. Moreover, over half of Alif–Ya’s subtests are adaptive; items are selected for the test takers based on their previous responses. In this paper, we provide an overview of the Alif–Ya Assessment Battery, describe how it was designed to make the best use of the latest and best features of technology for the appropriate and accurate assessment of children and adolescents in the Kingdom of Saudi Arabia via remote or in-person administration, and present initial data collected with the battery. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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Review

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18 pages, 990 KiB

Open AccessReview

Wearable Inertial Devices in Duchenne Muscular Dystrophy: A Scoping Review

by Elisa Panero, Rossella D’Alessandro, Ilaria Cavallina, Chiara Davico, Tiziana Mongini, Laura Gastaldi and Federica Ricci

Appl. Sci. 2023, 13(3), 1268; https://doi.org/10.3390/app13031268 - 17 Jan 2023

Cited by 4 | Viewed by 2506

Abstract

In clinical practice and research, innovative digital technologies have been proposed for the characterization of neuromuscular and movement disorders through objective measures. Among these, wearable devices prove to be a suitable solution for tele-monitoring, tele-rehabilitation, and daily activities monitoring. Inertial Measurement Units (IMUs) are low-cost, compact, and easy-to-use wearable devices that evaluate kinematics during different movements. Kinematic variables could support the clinical evaluation of the progression of some neuromuscular diseases and could be used as outcome measures. The current review describes the use of IMUs for the biomechanical assessment of meaningful outcome measures in individuals affected by Duchenne muscular dystrophy (DMD). The PRISMA methodology was used and the search was conducted in different databases (Scopus, Web of Science, PubMed). A total of 23 articles were examined and classified according to year of publication, ambulatory/non-ambulatory subjects, and IMU positioning on human body. The analysis points out the recent regulatory identification of Stride Velocity 95th Centile as a new endpoint in therapeutic DMD trials when measured continuously from a wearable device, while only a few studies proposed the use of IMUs in non-ambulatory patients. Clinical recognition of reliable and accurate outcome measures for the upper body is still a challenge. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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Other

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23 pages, 1970 KiB

Open AccessSystematic Review

The Effectiveness of Serious Games for Enhancing Literacy Skills in Children with Learning Disabilities or Difficulties: A Systematic Review

by Chiara Valeria Marinelli, Giuliana Nardacchione, Eugenio Trotta, Raffaele Di Fuccio, Paola Palladino, Luigi Traetta and Pierpaolo Limone

Appl. Sci. 2023, 13(7), 4512; https://doi.org/10.3390/app13074512 - 2 Apr 2023

Cited by 8 | Viewed by 5061

Abstract

Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all of which were randomized trials with a low risk of bias. The number of SGs developed for children with learning disorders with evidence of efficacy is very small, and they focus on enhancing only some aspects of literacy, leaving out the training of some fundamental skills, such as spelling and text comprehension. Serious games are effective in improving reading and metaphonological skills and in ensuring good engagement and enjoyment. However, poor generalization of progress to untreated skills was reported. The importance of investment in this area of research is highlighted. Full article

(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)

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