A new approach to neurodevelopmental disorders

Researchers increasingly observe homogeneities among various neurodevelopmental disorders (NDDs). This renders many children with multiple NDDs, and those not meeting the diagnostic criteria, not fully addressed in the research agenda and service systems. This project adopts both transdiagnostic and biopsychosocial approaches to fill the gaps by investigating the common features of children with NDD symptoms. It is among the first to (1) apply transdiagnostic and biopsychosocial approaches in the field of inclusive education and (2) identify factors in cognitive, psychological, and ecological domains. The findings have important implications for inclusive education practice .

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 This project investigates the common features of children exhibiting symptoms of three NDDs — Attention deficit hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Disabilities (SpLD) —across cognitive, psychological, and ecological domains by employing transdiagnostic and biopsychosocial approaches. This focus on the specific challenges faced by children with diverse NDD symptoms promotes an innovative perspective that can inform both research and practice in inclusive education. The findings will highlight the importance of recognizing individual profiles of children with NDD, irrespective of the type or severity of their symptoms, thus driving significant changes in the support and intervention strategies for academic and social-emotional development during early childhood. This research not only enriches the theoretical landscape of inclusive education by integrating transdiagnostic and biopsychosocial frameworks but also provides practical strategies to optimize approaches for understanding and assisting children with varied NDD symptoms, benefiting multiple stakeholders.