The intervention focused on starting treatment at an early age to develop the child’s full potential, which is known as early intervention. Given that autistic symptoms and language deficits occur at an early age and affect other areas of development in children with autistic spectrum disorder, we wanted to examine if early intervention is more effective in the reduction in autistic symptoms and language deficits in children aged 36–47 months old when compared to children 48–60 months old. The sample consisted of 29 children diagnosed with ASD who were admitted for integrative therapy. All participants were divided into two groups based on age: G1: 36–47 months old children, and G2: 48–60 months old children. To estimate the presence of autistic symptoms, we used the GARS-3, and for the assessment of speech–language abilities, we used the subscale Estimated Speech and Language Development (ESLD). Our results regarding the effect of the group on the difference in the scores at two time points showed that there was a statistically significant effect of the group on the reduction in autistic symptoms (p < 0.05) but no effect of the group on the differences in speech–language abilities between the two time points (p > 0.05). Our study highlights the importance of emphasizing the exact age when using the terms “early intervention” and “early development” in future studies and practice because it is necessary to determine and establish guidelines about which particular ages are crucial for starting treatment in certain developmental aspects.

This research aimed to examine the EEG correlates of different stimuli processing instances in a child with ASD and white matter signal abnormalities and to investigate their relationship to the results of behavioral tests. The prospective case study reports two and a half years of follow-up data from a child aged 38 to 66 months. Cognitive, speech–language, sensory, and EEG correlates of auditory–verbal and auditory–visual–verbal information processing were recorded during five test periods, and their mutual interrelation was analyzed. EEG findings revealed no functional theta frequency range redistribution in the frontal regions favoring the left hemisphere during speech processing. The results pointed to a positive linear trend in the relative theta frequency range and a negative linear trend in the relative alpha frequency range when listening to and watching the cartoon. There was a statistically significant correlation between EEG signals and behavioral test results. Based on the obtained results, it may be concluded that EEG signals and their association with the results of behavioral tests should be evaluated with certain restraints considering the characteristics of the stimuli during EEG recording.

Evaluation of the rehabilitation efficacy may be an essential indicator of its further implementation and planning. The research aim is to examine whether the estimation of EEG correlates of auditory-verbal processing in a child with overlapping autism spectrum disorder (ASD) and specific language impairment (SLI) symptoms may be a predictor of the treatment efficacy in conditions when behavioral tests do not show improvement during the time course. The prospective case report reports follow-up results in a child aged 36 to 66 months. During continuous integrative therapy, autism risk index, cognitive, speech–language, sensory, and EEG correlates of auditory-verbal information processing are recorded in six test periods, and their mutual interrelation was analyzed. The obtained results show a high statistically significant correlation of all observed functions with EEG correlates related to the difference between the average mean values of theta rhythm in the left (F1, F3, F7) and right (F2, F4, F8) frontal region. The temporal dynamics of the examined processes point to the consistency of the evaluated functions increasing with time flow. These findings indicate that EEG correlates of auditory-verbal processing may be used to diagnose treatment efficacy in children with overlapping ASD and SLI.

Arterial presumed perinatal ischemic stroke is a type of perinatal stroke that emerges due to late or delayed diagnostics of perinatal or neonatal arterial ischemic stroke. It is usually recognized before one year of life due to hemiparesis. This injury may lead to cognitive, behavioral, or motor symptoms, and life-long neurodevelopmental disabilities. In this case report, we describe a five-year-old girl with a history of arterial presumed perinatal ischemic stroke in the left hemisphere, which adversely affected her cognitive and language outcomes. The girl’s cognitive development has been uneven, ranging from below average to average, and she had specific language acquisition deficits in comprehension, vocabulary, morphology, use of complex syntax, and narrative structure. The obtained results point to the specificity of each child whose development is influenced not only by the timing of the brain lesion and the degree of damage, but also by the child’s neurobiological capacity. In addition, we provide an updated review of the literature that includes information on epidemiology, risk factors, diagnostics, clinical manifestations, outcomes, and potential therapies. The present article highlights the importance of early intervention and systematic monitoring of children with perinatal stroke with the aim of improving the child’s development.

Background/Objectives: Although specific language impairment (SLI) was thought to be a language impairment, recent studies suggest that it is also associated with domain-general and nonverbal deficits such as deficits in nonverbal working memory, visual short-term memory, executive functions, etc. This study aimed to examine if applied visual strategy when copying the Rey–Osterrieth complex figure (ROCF) correlates with language abilities in children with SLI. Methods: The sample consisted of 37 children diagnosed with SLI, divided into two groups based on the strategy used when copying ROCF. We used ROCF to assess perceptual organization and planning, and the Peabody Picture Vocabulary Test, Boston Naming Test, Token Test, Grammatical Judgment, The Children’s Grammar, and Global Articulation Test for language measurement. Univariate ANOVA was used for statistical analysis. Results: The results indicate that children who used a more mature strategy when copying ROCF achieved better results on tests used to assess grammar and articulation status. Conclusions: These results support the conclusion that there are neurocognitive mechanisms underlying both grammatical and visuospatial deficits. The obtained results suggest the importance of examining visual and visuospatial functions in children with SLI and the need for more comprehensive treatment of those children.

Background/Objectives: Although specific language impairment (SLI) was thought to be a language impairment, recent studies suggest that it is also associated with domain-general and nonverbal deficits such as deficits in nonverbal working memory, visual short-term memory, executive functions, etc. This study aimed to examine if applied visual strategy when copying the Rey-Osterrieth complex figure (ROCF) correlates with language abilities in children with SLI. Methods: The sample consisted of 24 children diagnosed with SLI, divided into two groups based on the used strategy when copying ROCF. We used ROCF for the assessment of perceptual organization and planning, and Peabody Picture Vocabulary Test, Boston Naming Test, Token Test, Grammatical Judgment, The Children’s Grammar, and Global Articulation Test for the language measurement. One-way ANOVA with the Brown-Forsythe Test was used for statistical analysis. Results: The results indicate that children who used a more mature strategy when copying ROCF achieved better results on tests used to assess grammar and articulation status. Conclusions: These results support the conclusion that there are neurocognitive mechanisms underlying both grammatical deficits and visuospatial deficits The obtained results suggest the importance of examining visual and visuospatial functions in children with SLI and the need for more comprehensive treatment of those children.