Abstract
Neurodevelopmental disorders (NDDs) begin in the earliest months of life, but the clinical manifestations of many such disorders—including intellectual disability, autism spectrum disorder, attention-deficit hyperactivity disorder, and fetal alcohol spectrum disorder—are often not seen until much later. Theoretically, very early intervention provides the best chance for optimizing outcomes for children at risk. However, opportunities for early intervention may be thwarted by a dependence on assessing overt phenotypic or behavioral symptoms that often emerge later in childhood. In this article, we examine the utility of a transdiagnostic, dimensional approach to very early identification and intervention for infants at risk of NDDs. We consider how insights from epidemiology, systems biology, and developmental neuroscience may be integrated to aid identifying at-risk infants and developing targeted, adaptive interventions. We also highlight directions for research.
| Original language | English |
|---|---|
| Pages (from-to) | 97-103 |
| Number of pages | 7 |
| Journal | Child Development Perspectives |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 4 Jun 2019 |
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Very Early Identification and Intervention for Infants at Risk of Neurodevelopmental Disorders : A Transdiagnostic Approach. / Finlay-Jones, Amy; Varcin, Kandice; Leonard, Helen; Bosco, Anthony; Alvares, Gail; Downs, Jenny.
In: Child Development Perspectives, Vol. 13, No. 2, 04.06.2019, p. 97-103.Research output: Contribution to journal › Article
TY - JOUR
T1 - Very Early Identification and Intervention for Infants at Risk of Neurodevelopmental Disorders
T2 - A Transdiagnostic Approach
AU - Finlay-Jones, Amy
AU - Varcin, Kandice
AU - Leonard, Helen
AU - Bosco, Anthony
AU - Alvares, Gail
AU - Downs, Jenny
PY - 2019/6/4
Y1 - 2019/6/4
N2 - Neurodevelopmental disorders (NDDs) begin in the earliest months of life, but the clinical manifestations of many such disorders—including intellectual disability, autism spectrum disorder, attention-deficit hyperactivity disorder, and fetal alcohol spectrum disorder—are often not seen until much later. Theoretically, very early intervention provides the best chance for optimizing outcomes for children at risk. However, opportunities for early intervention may be thwarted by a dependence on assessing overt phenotypic or behavioral symptoms that often emerge later in childhood. In this article, we examine the utility of a transdiagnostic, dimensional approach to very early identification and intervention for infants at risk of NDDs. We consider how insights from epidemiology, systems biology, and developmental neuroscience may be integrated to aid identifying at-risk infants and developing targeted, adaptive interventions. We also highlight directions for research.
AB - Neurodevelopmental disorders (NDDs) begin in the earliest months of life, but the clinical manifestations of many such disorders—including intellectual disability, autism spectrum disorder, attention-deficit hyperactivity disorder, and fetal alcohol spectrum disorder—are often not seen until much later. Theoretically, very early intervention provides the best chance for optimizing outcomes for children at risk. However, opportunities for early intervention may be thwarted by a dependence on assessing overt phenotypic or behavioral symptoms that often emerge later in childhood. In this article, we examine the utility of a transdiagnostic, dimensional approach to very early identification and intervention for infants at risk of NDDs. We consider how insights from epidemiology, systems biology, and developmental neuroscience may be integrated to aid identifying at-risk infants and developing targeted, adaptive interventions. We also highlight directions for research.
KW - early intervention
KW - neurodevelopmental disorders
KW - screening
UR - http://www.scopus.com/inward/record.url?scp=85059702064&partnerID=8YFLogxK
U2 - 10.1111/cdep.12319
DO - 10.1111/cdep.12319
M3 - Article
VL - 13
SP - 97
EP - 103
JO - Child Development Perspectives
JF - Child Development Perspectives
SN - 1750-8592
IS - 2
ER -