Background/Objectives: Motor difficulties are commonly reported in autistic individuals, but they are not currently part of the diagnostic criteria. A better understanding of how motor impairments are assessed in this population is critical to inform clinical practice and intervention. This systematic review aims to evaluate the existing literature on motor skill assessment in autistic children and adolescents, focusing specifically on studies that employed standardized and validated clinical motor assessment tools. Methods: Registered on PROSPERO (CRD42025637880), a systematic search was conducted on PubMed, Science Direct, and Web of Science until 31 December 2024. The review includes: (a) studies published in peer-reviewed journals; (b) randomized controlled trials (RCTs) and observational studies; (c) evaluations of motor difficulties using standardized and validated clinical assessments specifically designed to measure motor skills or coordination abilities; (d) participants diagnosed with ASD based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV or DSM-5) or the International Classification of Diseases (ICD-9 or ICD-10); and (e) participants aged ≤18 years; Results: Twenty-two studies met the inclusion criteria. Most studies reported significant motor impairments across various domains, including balance, manual dexterity, and coordination. However, there was substantial variability in the severity of motor deficits and in the assessment tools used. Methodological heterogeneity limited direct comparison across studies. Conclusions: Motor impairments are common in autistic children and adolescents; however, current assessment tools show limitations and require adaptations. The findings underscore the need for autism-specific motor assessments to improve diagnostic accuracy and guide personalized interventions.

Background/Objectives: Digital technologies are increasingly explored as complementary tools in speech and language therapy for children with neurodevelopmental disorders. However, evidence on virtual reality-based interventions for children with developmental language disorder (DLD) remains limited. This study aimed to evaluate the effects of a Virtual Reality Rehabilitation System (VRRS)-based language intervention combined with standard speech therapy in preschool children with DLD. Secondary objectives included assessing the feasibility, usability, and safety of the VRRS-integrated intervention. Methods: A randomized controlled pilot study was conducted in preschool children diagnosed with DLD. Participants were allocated to an experimental group receiving VRRS-based language intervention integrated with conventional therapy or to a control group receiving standard speech therapy alone. Both groups attended two 60 min sessions per week for six months. Clinical language outcomes were assessed at baseline (T0) and post-intervention (T1). Feasibility was evaluated through adherence and retention rates, usability through a therapist-completed questionnaire, and safety through monitoring of adverse events during sessions. Results: All participants in the experimental group completed the intervention (100% retention). No adverse events were observed. Therapists reported good usability of the VRRS system, highlighting ease of exercise customization, intuitive monitoring of progress, and good integration into routine therapy. Conclusions: VRRS-based activities integrated into conventional speech therapy appear feasible, safe, and well accepted in preschool children with DLD. Further controlled studies with larger samples are needed to confirm these findings. Trial Registration: ClinicalTrials.gov (NCT07438639).

Background/Objectives: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, often persisting into adolescence and adulthood, with significant impacts on social, academic, and occupational functioning. Emerging research highlights the role of personality traits in ADHD, suggesting their influence on symptom presentation, functional impairments, and treatment adherence. This study aims to investigate maladaptive personality domains and traits in adolescents with ADHD using the Alternative Model of Personality Disorders (AMPD) framework and the Personality Inventory for DSM-5 Short Form (PID-5-SF), with a particular focus on the differences among same-sex peers and differences from typically developing peers. Methods: This study included 30 ADHD and 25 TD adolescents aged 11–17 (12.6 ± 2.1 vs. 14.9 ± 1.7; p < 0.001), recruited at IRCCS Centro Neurolesi “Bonino Pulejo”. Participants underwent clinical assessments, cognitive evaluation, and standardized rating scales, with maladaptive personality traits measured using the PID-5-SF. Chi-squared and Mann–Whitney U tests were used to compare the two groups, as appropriate. Results: ADHD adolescents showed significantly higher scores than TD peers in restricted affectivity (p = 0.007), distractibility (p = 0.001), impulsivity (p = 0.049), irresponsibility (p = 0.036), hostility (p = 0.046), perseveration (p = 0.010), submissiveness (p = 0.023), and risk-taking (p = 0.032). Among personality domains, disinhibition was significantly higher in the ADHD group (p = 0.002), while detachment approached significance. Female ADHD participants scored higher than TD females in restricted affectivity, distractibility, and risk-taking. Conclusions: These findings suggest that maladaptive personality traits play a key role in ADHD during adolescence, highlighting the need for tailored interventions. Integrating personality assessment into clinical practice may enhance diagnostic accuracy and support more effective, individualized treatment strategies.

Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by symptoms that vary in how severe they are. ASD individuals often present with psychiatric comorbidities that significantly impact their well-being and quality of life (QoL), with possible impacts on their family. Aims: This preliminary study aims to assess the impact of internalizing and externalizing behaviors, not closely related to the core symptoms of autism, on the QoL of their caregivers. Method: A pilot study was conducted with a sample of 58 children diagnosed with ASD and their caregivers, using the Quality of Life in Autism (QoLA) questionnaires for caregivers and the Child Behavior Checklist (CBCL) to evaluate the children’s behavioral and emotional problems. Results and Conclusions: The results revealed significant differences in the mean age of the children (3.32 ± 0.88 vs. 8.47 ± 2.51 years) and caregivers (35.68 ± 7.57 vs. 40.42 ± 6.43 years), with a notable impact of specific behavioral issues, such as attention, aggression, and externalizing behaviors, on the QoL of caregivers. In younger children, caregivers’ QoL was positively correlated with their age, with sleep problems being the primary source of stress. In older children, a negative correlation was found between caregivers’ age and their QoL, with conduct and social problems in children having a negative effect on caregivers’ well-being. These findings highlight the importance of targeted interventions to mitigate the impact of these factors on the QoL of caregivers of ASD children.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder frequently associated with impairments in executive functions (EF). These deficits have been linked to difficulties across various cognitive domains, including metaphonological skills (MS), essential for phonological awareness and processing abilities. Background/Objectives: This pilot study examines the correlations between EF and MS in ADHD children. Methods: A total of 84 children aged 6–14 years, diagnosed with ADHD and an IQ ≥ 70, were assessed using the NEPSY-II test to evaluate executive functions and the Assessment of Metaphonological Skills Test to assess phonological processing abilities. Results: Correlational analyses and multiple regression models were employed to explore the relationships between EF and MS, focusing on attention, cognitive flexibility, and response inhibition. Rhyme was positively correlated with processing speed and negatively correlated with response inhibition. Phonemic segmentation was significantly related to auditory attention and response inhibition. Age emerged as a significant predictor of phonemic synthesis and final syllable deletion, consistent with the developmental maturation of executive and phonological abilities. Conclusions: The findings suggest that deficits in executive functioning in ADHD children are closely linked to metaphonological abilities, which play a crucial role in the acquisition of reading and writing skills. Integrating EF training into phonological interventions can help reduce learning difficulties and improve cognitive and language outcomes.

Background: Attention-deficit/hyperactivity disorder (ADHD) is frequently associated with emotional dysregulation, socio-emotional difficulties, and low self-esteem. Narrative-based approaches, including therapeutic writing, may support identity development and promote adaptive self-representations. However, there is limited evidence regarding structured, group-based therapeutic writing interventions for this population, particularly for female subjects. This case series provides preliminary and exploratory evidence regarding the feasibility of and potential changes associated with this approach in female adolescents with ADHD. Methods: This case series included four adolescents (aged 11–14 years) with a clinical diagnosis of ADHD and presenting with emotional and socio-emotional difficulties. Participants underwent a structured group intervention consisting of seven sessions integrating therapeutic writing techniques and cognitive–behavioral principles, supervised by a specialized psychotherapist. The following outcome measures were collected at baseline (t0) and post-intervention (t1): Difficulties in Emotion Regulation Scale (DERS-SF), Difficulties in Emotion Regulation Scale (SSIS-SEL), and Rosenberg Self-Esteem Scale (RSE_TOT). Data were analyzed using linear mixed-effects models, with results interpreted as exploratory estimates of pre–post changes. Results: Following the intervention, positive pre–post changes were observed in socio-emotional competencies and self-esteem. Statistically significant pre–post changes were observed in self-esteem and in socio-emotional competencies, particularly in self-awareness and self-regulation. Reductions were observed in emotional regulation difficulties, although these changes did not reach statistical significance. Conclusions: This case series suggests that a structured group-based therapeutic writing intervention may be associated with improvements in self-esteem and selected aspects of socio-emotional functioning in adolescents with ADHD. Given the small sample size and exploratory design, findings should be interpreted cautiously and require confirmation in larger controlled studies. These findings contribute preliminary evidence to an underexplored area in the underrepresented female ADHD population and highlight the potential value of integrating narrative processes within group interventions to support both individual meaning-making and interpersonal validation.