A substantial amount of people with a rheumatic disease perceive invalidation consisting of lack of understanding and discounting (negative social responses). To get insight into the potential buffering role of self-efficacy and pain acceptance against invalidation, this cross-sectional study examined associations between these variables. Spanish speaking people (N = 1153, 91% female, mean age 45 ± 11 years) with one or multiple rheumatic diseases completed online the Illness Invalidation Inventory, the Chronic Pain Acceptance Questionnaire, and the Chronic Disease Self-Efficacy Scale. Higher self-efficacy (t = − 4.80, p = < 0.001) and pain acceptance (t = − 7.99, p = < 0.001) were additively associated with discounting. Higher self-efficacy (t = − 5.41, p = < 0.001) and pain acceptance (t = − 5.71, p = < 0.001) were also additively associated with lack of understanding. The combined occurrence of high self-efficacy and high acceptance was associated most clearly with lower lack of understanding (interaction: t = − 2.12, p = 0.034). The findings suggest the usefulness of examining whether interventions aimed at increasing self-efficacy and pain acceptance can help people with rheumatic diseases for whom invalidation is a considerable burden.

Introduction: Dyslexia is a prevalent learning disorder that significantly affects the child population. It is often accompanied by deficits in language processes, cognition, and executive functioning, all of which are crucial for reading development. Children with dyslexia frequently exhibit difficulties in phonological processing, semantics, morphosyntax, and also in cognitive areas such as working memory, inhibition, planning, and attention. Objective: The primary objective of this study was to compare the linguistic, cognitive, and executive functioning abilities between children diagnosed with dyslexia and those with typical reading development. Methodology: A total of 120 children were selected and divided into two groups: the G-DYSLEXIA group (n = 60), consisting of children diagnosed with dyslexia, and the G-CONTROL group (n = 60), with typical reading development. Language, cognition, and executive functions were assessed using standardized tests: CELF-5, WISC-V, and ENFEN. Statistical analyses included descriptive statistics, independent sample t-tests, and Chi-square tests to compare the performance between these two groups. Results: The study revealed significant differences between the two groups in all dimensions assessed. Specifically, children with dyslexia showed markedly lower performance in linguistic, cognitive, and executive functioning measures compared with their peers with typical development. Conclusion: Children with dyslexia present a distinct clinical profile characterized by significant difficulties in language processing, cognition, and executive functions. These challenges interfere with their reading acquisition and academic performance, limiting their integration into educational environments and impacting their overall quality of life.

In recent years, there has been an increase in the prevalence of comorbidity between ASD and epilepsy in the pediatric population. Children with ASD and epilepsy often exhibit greater impairments in executive functions such as cognitive flexibility, planning, inhibition, and emotional control, as well as in language dimensions such as phonology, semantics, morphosyntax, and pragmatics. These impairments can significantly impact their maturation and development. The aim of this study was to assess and compare the executive functioning and language skills of 150 participants, divided into three groups: one with ASD only, another with epilepsy only, and the third group with both ASD and epilepsy. The study utilized the Behavior Rating Inventory of Executive Function (BRIEF-2) and Neuropsychological Evaluation of Executive Functions in Children (ENFEN) to assess executive functions, and Clinical Evaluation of Language Fundamentals 5 (CELF-5) to evaluate language skills. The results indicated that participants with this comorbidity had lower scores in both executive functioning and language skills compared to children with only ASD or epilepsy. The presence of epilepsy significantly limits the executive and linguistic performance of children with ASD, negatively affecting language acquisition, functionality, and the ability to carry out basic life activities independently.

Dyslexia is a learning disorder that, in addition to affecting reading skills, has a significant impact on emotional, social, and family well-being. Despite advances in understanding the disorder, its influence on parental stress and children's quality of life remains an underexplored area. The aim of this study was to analyze differences in parental stress, quality of life, and behavioral profiles between children with dyslexia and those with typical development, as well as to assess possible relationships between these factors. A total of 100 children (50 diagnosed with dyslexia and 50 with typical development), aged between 8 and 10 years, participated in the study along with their caregivers. Variables were measured using the PSI-SF (parental stress), Kiddo-KINDL (quality of life), and BASC-3 (behavior) instruments, complemented by descriptive statistical analyses, t-tests, and a mediation model. Caregivers of children with dyslexia exhibited significantly higher levels of stress (p < .001) across all evaluated dimensions, with pronounced effects in the subscales of emotional distress and perceived difficulties in the child. Children with dyslexia showed reduced quality of life, particularly in areas such as self-esteem and social relationships, with statistically significant differences (p < .001). Additionally, they exhibited more behavioral problems, especially in aggression and anxiety. However, mediation analyses did not identify problematic behaviors as direct mediators between dyslexia diagnosis and parental stress. The findings highlight how dyslexia affects both children and their families, exerting a multidimensional impact. This study underscores the importance of continued research into the interactions between emotional, social, and family factors to optimize support for this population.

Prematurity has been linked to an increased risk of neurodevelopmental disorders, including dyslexia, due to neonatal complications that can impact brain maturation, such as intraventricular haemorrhage, periventricular leukomalacia and respiratory distress syndrome. This study examines the relationship between prematurity, neonatal conditions and dyslexia, using a sample of 120 participants divided into four groups: preterm children with dyslexia (G‐PREDIX), preterm children without dyslexia (G‐PREMA), full‐term children with dyslexia (G‐DISLX) and full‐term children without dyslexia (G‐NODISLX). Key neonatal variables such as gestational age, birth weight, APGAR scores, neonatal complications and NICU admission were analysed in relation to reading performance, assessed through standardized reading tests. Using multiple linear regression models, the study explored whether these early‐life factors predict reading difficulties and dyslexia risk. The results indicate that neonatal complications and prematurity alone do not significantly predict dyslexia diagnosis, but a negative trend was observed between intraventricular haemorrhage and periventricular leukomalacia and reading comprehension and word decoding performance. These findings suggest that prematurity, in the absence of other risk factors, does not necessarily result in dyslexia, but when combined with specific neonatal conditions, it may increase the severity of reading difficulties. These results emphasize the importance of early assessment and targeted intervention programs to support the reading development of at‐risk preterm children, particularly those with a history of neonatal complications.