Background/Objectives: Hearing loss in childhood is associated with significant challenges in linguistic and cognitive development, particularly affecting language skills such as syntax, semantics, and pragmatics, which are essential for effective communication and social integration. This study aimed to analyze how different types and degrees of hearing loss impact linguistic development in children, and to identify clinical factors—such as age at diagnosis and years of language intervention—that may predict language performance. Methods: This study included a sample of 140 children aged 6 to 12, categorized into seven groups based on their hearing condition: unilateral and bilateral conductive, unilateral and bilateral sensorineural, unilateral and bilateral mixed hearing loss, and a control group with no hearing loss. Linguistic development was assessed using the Clinical Evaluation of Language Fundamentals-5 (CELF-5), a validated tool for diagnosing language disorders. Statistical analyses, including MANOVA and multiple regression, were conducted to evaluate differences in linguistic skills across groups and to determine the predictive value of clinical variables on total language performance. Results: The analysis revealed statistically significant differences across groups in all assessed linguistic domains (p < 0.001), with children with severe or bilateral hearing loss exhibiting notably lower scores compared to normohearing peers. The multiple regression analysis indicated that type of hearing loss was the strongest predictor of total linguistic performance (β = −0.674), followed by age at diagnosis (β = −0.285) and age of hearing device adaptation (β = −0.220). Years of language intervention also contributed significantly (β = 0.198) but to a lesser extent. Conclusions: This study highlights the critical impact of early and comprehensive auditory and language intervention on linguistic outcomes for children with hearing impairments. Early diagnosis and timely adaptation of hearing aids or cochlear implants are essential in mitigating language deficits, particularly in areas like syntax and pragmatic skills. These findings support the need for specialized, long-term interventions tailored to the severity and type of hearing loss to improve language development in this population.

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.

Introduction: The pediatric population with Autism Spectrum Disorder (ASD) and epilepsy presents behavioral and emotional alterations that hinder their correct developmental maturation as well as their integration in different contexts such as school, family or social. This population shows atypical behavioral and emotional patterns, with difficulties in emotional regulation, understanding of emotions, aggressiveness, or low frustration tolerance. They also present alterations in executive functions, which significantly influence the emotional and behavioral characteristics of this population. Research suggests that epilepsy worsens the emotional, behavioral, and executive functioning status.Objective: To explore differences in behavioral, emotional, and executive functioning profile in individuals with a diagnosis of ASD, epilepsy, and ASD with epilepsy.Method: In this quasi-experimental and cross-sectional study, a total of 170 participants were selected and distributed into three groups: a group of participants with ASD, a group with epilepsy, and a group of participants with ASD and epilepsy. The SENA, BASC-3, and ENFEN tests were administered to verify the behavioral, emotional, and executive functioning profile in the three groups.Results: The results indicate that individuals diagnosed with ASD and epilepsy present greater emotional, behavioral, and executive functioning alterations compared to those who only present ASD or epilepsy.Conclusion: Individuals with ASD and epilepsy present significant alterations in emotional, behavioral, and executive functioning processes, which hinder their adaptation to different contexts, as well as decreasing their quality of life and that of their family.

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.

Autism Spectrum Disorder (ASD) and epilepsy are increasingly prevalent comorbidities in our society. These two disorders are often accompanied by other comorbidities, such as sleep disorders, significantly impacting the quality of life of individuals with ASD and epilepsy. To date, clinical approaches have primarily been descriptive in nature. Therefore, this study aimed to analyze the relationship between ASD, epilepsy, and sleep disorders, exploring neurobiological dysfunctions and cognitive alterations. A total of 22 scientific articles were selected using a systematic literature review following the criteria established using the PRISMA model. The selected articles were gathered from major databases: Medline, PubMed, PsycINFO, Google Scholar, and Web of Science. Inclusion criteria specified that study participants had an official diagnosis of ASD, the article precisely described the evaluation parameters used in the study participants, and individual characteristics of the sleep disorders of the study participants were specified. The results indicate, firstly, that the primary cause of sleep disorders in this population is directly linked to abnormal serotonin behaviors. Secondly, significant alterations in memory, attention, and hyperactivity were observed. In conclusion, sleep disorders negatively impact the quality of life and neurocognitive development of the pediatric population with ASD and epilepsy.

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.