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Children
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Early Interventions for Children with Language Developmental Disabilities
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Early Interventions for Children with Language Developmental Disabilities

A special issue of Children (ISSN 2227-9067).

Deadline for manuscript submissions: 5 February 2025 | Viewed by 1768

Special Issue Editors

Dr. Micaela Capobianco

E-Mail Website
Guest Editor
Department of Economic, Psychological and Communication Sciences, Niccolò Cusano University, 00166 Rome, Italy
Interests: communication and language development; specific language and learning disorders; attention deficit hyperactivity disorder (ADHD); anxiety disorders
Dr. Maria Grazia Logrieco

E-Mail Website
Guest Editor
Department of Human Sciences, University of Foggia, Chieti, Italy
Interests: autism spectrum disorder; ASD; behavioural science

Special Issue Information

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

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

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

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Published Papers (2 papers)

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Research

19 pages, 483 KiB  
Article
Night Sleep, Parental Bedtime Practices and Language Development in Low-Risk Preterm and Full-Term Late Talkers: A Longitudinal Study in the Third Year of Life
by Mariagrazia Zuccarini, Martina Riva, Arianna Aceti, Luigi Corvaglia, Anat Scher, Annalisa Guarini and Alessandra Sansavini
Children 2024, 11(11), 1393; https://doi.org/10.3390/children11111393 - 16 Nov 2024
Viewed by 743
Abstract
Background: Studies on night sleep and parental bedtime practices and their associations with language development in populations at risk of language delay and neonatal conditions, such as late talkers and preterm children, are scarce. Objectives: Our objective was to longitudinally examine [...] Read more.
Background: Studies on night sleep and parental bedtime practices and their associations with language development in populations at risk of language delay and neonatal conditions, such as late talkers and preterm children, are scarce. Objectives: Our objective was to longitudinally examine the development of night sleep (total night sleep difficulties, settling, night waking, and co-sleeping), parental bedtime practices (total parental bedtime practices, active physical comforting, encouraging autonomy, and leaving to cry), and expressive language (word and sentence production), and their associations in low-risk preterm and full-term late talkers from 31 to 37 months of age. Methods: Parents of 38 late talkers, 19 low-risk preterm and 19 full-term children, completed the Italian versions of the Infant Sleep Questionnaire, the Parental Interactive Bedtime Behavior Scale, and the MacArthur-Bates Communicative Development Inventory Words and Sentences Long Form. Results: Late talkers’ night sleep difficulties, such as settling to sleep and night waking, decreased over time, with low-risk preterm late talkers experiencing more night waking and co-sleeping than full-term peers. Parents reported that instances of active physical comforting and leaving to cry also decreased, with parents of low-risk preterm late talkers reporting higher active physical comforting scores than parents of full-term peers. Improvements in parental practices of encouraging autonomy were significantly associated with increased sentence production from 31 to 37 months. Conclusions: Findings highlight the importance of monitoring night sleep in preterm and full-term late talkers. They also suggest that populations vulnerable to sleep and language delays may particularly benefit from targeted interventions promoting autonomy in their bedtime routines, which, in turn, could support their language development trajectories. Full article
(This article belongs to the Special Issue Early Interventions for Children with Language Developmental Disabilities)
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17 pages, 2622 KiB  
Article
Feasibility of a Virtual Reality System in Speech Therapy: From Assessment to Tele-Rehabilitation in Children with Cerebral Palsy
by Gloria Mangani, Veronica Barzacchi, Clara Bombonato, Jessica Barsotti, Elena Beani, Valentina Menici, Carolina Ragoni, Giuseppina Sgandurra and Benedetta Del Lucchese
Children 2024, 11(11), 1327; https://doi.org/10.3390/children11111327 - 30 Oct 2024
Viewed by 665
Abstract
Background/Objectives: New advances in technologies are opening the possibility to support functional evaluation and rehabilitation in the field of speech therapy. Among available systems, a virtual reality rehabilitation system (VRRS, Khymeia) is a multi-domain ecosystem. Despite it being used in a limited number [...] Read more.
Background/Objectives: New advances in technologies are opening the possibility to support functional evaluation and rehabilitation in the field of speech therapy. Among available systems, a virtual reality rehabilitation system (VRRS, Khymeia) is a multi-domain ecosystem. Despite it being used in a limited number of studies, its use in speech-therapy has shown potential for promoting linguistic and literacy skills. Methods: This pilot study aims to assess the feasibility of single-session speech assessment with the VRRS in twenty-eight children with cerebral palsy (CP) by means of ad hoc questionnaires. Moreover, we evaluated the feasibility and the effects of an intensive tele-rehabilitation treatment with the VRRS in a subgroup of three children with unilateral CP. Results: Feasibility was generally good when using the VRRS for assessments. Both clinicians and children found it to have good usability, although acceptability scores were higher for children than clinicians. For tele-rehabilitation, overall improvements were observed in both linguistic and learning (reading and writing) skills. Conclusions: This study paves the way for VRRS use in speech-therapy tele-rehabilitation for children with CP and language and learning difficulties. Full article
(This article belongs to the Special Issue Early Interventions for Children with Language Developmental Disabilities)
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