Comorbidity, Severity and Neurobiological Correlates in Specific Learning Disorders: Prevention and Integrated Multimodal Intervention

Clinical and research data emphasize the significant contribution of issues related to neurodevelopmental disorders and affective-relational aspects — present in pre-school and primary school times — to the severity of a specific learning disorder's diagnosis at school. Specifically, intricate comorbidities affect the severity of the said disorders, which can consequently impact the effectiveness of rehabilitation interventions.

A comprehensive neuropsychological evaluation considering the presence of co-occurring disorders and potential associated medical issues is crucial. Another critical aspect is understanding the neurobiological correlates of learning disorders, primarily focusing on neuronal functioning and brain organization. The necessity for a complete evaluation and targeted, multimodal intervention that addresses not only learning difficulties but also co-occurring clinical problems is worth discussing critically. The complexity of the underlying difficulties reinforces the need for a multimodal, intricate evaluation and intervention, addressing the distinct life contexts of the child and the various intervention methodologies.

This Research Topic seeks to explore the spectrum of vulnerabilities and specific problems that might manifest prior to or along with the diagnosis of a specific learning disorder. The scope of this topic is inclusive, yet not limited to:

Diagnosis and associated problems: Investigating various issues that can occur during pre-school and school age associated with the diagnosis of SLD, including primary disorders, behavioral, emotional-relational issues, psychopathologies, and medical conditions. Vulnerabilities and environmental conditions are taken into account.

Neurobiological correlates and brain: Diving into the neurobiological correlates underlying multiple specific learning disorders. Focus will be given to potential minimal brain dysfunction and disturbances in neuronal connections.

Intervention methodologies: Comparison of various intervention methodologies that address risk conditions and developmental problems in pre-school age and those that target learning difficulties.

Role of technology: Examination of the potential of technology in enhancing the quality of interventions across different contexts (clinical, family, school) and in motivating the child and adolescent during treatment.

Impact of longitudinal studies and single case: Offering insights through case studies that highlight neuropsychological profiles, individual variability, and longitudinal studies that allow us to observe trends over time.

Environmental context: Investigating the importance of evaluation and intervention in the different life contexts of a diagnosed child, primarily considering the family and school environment.

To delve deeper into the above themes, we are inviting contributions in the form of empirical research papers, systematic reviews and meta-analyses, theoretical frameworks and models, as well as case studies. We aim to foster critical discussions on complex, multimodal evaluations and promote rehabilitation strategies that target not only learning difficulties but also co-occurring clinical problems.

We are earnestly looking forward to your valuable input to unfold new insights and intervention methodologies in the field of specific learning disorders.