Background: Wearable sensors are a promising tool for the remote, continuous monitoring of motor symptoms and physical activity, especially in individuals with neurological or chronic conditions. Despite many experimental trials, clinical adoption remains limited. A major barrier is the lack of awareness and confidence among healthcare professionals in these technologies. Methods: This systematic review analyzed the use of wearable sensors for continuous motor monitoring at home, focusing on their purpose, type, feasibility, and effectiveness in neurological, musculoskeletal, or rheumatologic conditions. This review followed PRISMA guidelines and included studies from PubMed, Scopus, and Web of Science. Results: Seventy-two studies with 7949 participants met inclusion criteria. Neurological disorders, particularly Parkinson’s disease, were the most frequently studied. Common sensors included inertial measurement units (IMUs), accelerometers, and gyroscopes, often integrated into medical devices, smartwatches, or smartphones. Monitoring periods ranged from 24 h to over two years. Feasibility studies showed high patient compliance (≥70%) and good acceptance, with strong agreement with clinical assessments. However, only half of the studies were controlled trials, and just 5.6% were randomized. Conclusions: Wearable sensors offer strong potential for real-world motor function monitoring. Yet, challenges persist, including ethical issues, data privacy, standardization, and healthcare access. Artificial intelligence integration may boost predictive accuracy and personalized care.

Assessing language development in bilingual children is challenging in geographical areas where bilinguals have different native languages. Lexical development measures are often used as a starting point to study linguistic abilities in bilingual children. Non-word repetition (NWR) has been found to be very informative in detecting variation. The present study contributes to the broader research aim of documenting bilinguals’ language skills. In a sample of 19 Italian-speaking bilingual children with different native languages, correlations among performance on an Italian-like NWR and receptive vocabulary score (Italian PPVT-R), cumulative exposure, age of first exposure to Italian, current Italian exposure, maternal education, parental concerns and vocabulary in toddlerhood (MB-CDI) were calculated. NWR performances correlated with PPVT-R and parental concerns, but not with maternal education and language exposure measures. Neither NWR scores nor PPVT-R scores were related to Italian vocabulary size in toddlerhood (MB-CDI). We integrate our results with those of others and discuss the advantages and disadvantages of administering NWR to bilingual children, and more generally how to perform early bilingual language assessments.

We conducted a systematic review and meta-analysis on the association between nonword repetition (NWR) and language exposure in bilingual children and explored whether the association is influenced by other variables. We performed a blind literature review on ERIC and Google Scholar, a random-effects model meta-analysis and subgroup analyses to test potential moderators. Out of 822 screened articles, we identified 24 works including 1399 children. Significant associations were found using either cumulative or current exposure, language-like nonwords, phoneme NWR scoring, in children with typical language development. Nonsignificant associations were found in studies either using age of first exposure, on children older than six, with less than 50 participants, using NWR lists containing 16-24 nonwords or with participants having different native languages. Weak associations were found when considering whole-word scoring or gray literature. We highlight the contributions of different variables to NWR, and evidence to optimally design NWR for bilingual language assessment.

Objectives: Despite the significant potential for Clinical Decision Support Systems (CDSSs) to improve care processes and health outcomes, several barriers hinder their widespread implementation in healthcare. While numerous systematic reviews have summarized potential barriers and facilitators for CDSS implementation, a comprehensive framework to guide and evaluate the implementation of CDSSs in healthcare is lacking. This overview of reviews, aims to establish a framework—GUIDE-CDSS—aimed at guiding and evaluating implementation of CDSSs in healthcare. Materials and Methods: An overview of systematic and scoping reviews was conducted by searching 6 databases. Systematic reviews or scoping reviews that used qualitative research methods to described implementation determinants for CDSSs in the healthcare domain were included. The AMSTAR 2 tool was used to assess the methodological quality. Results were collated into the GUIDE-CDSS framework. This framework describes implementation determinants and elements within those determinants found to impact implementation of CDSSs in healthcare. Results: Twenty-three reviews were included in the analysis. All reviews had at least 2 critical weaknesses, showing a limited methodological quality of included reviews. Eight determinants and 38 elements for implementation of CDSSs in healthcare and were described in the GUIDE-CDSS framework: perceived relevance, perceived effect, trustworthiness, ease of use, workflow, training and skills, resources, and implementation strategy. Discussion and Conclusion: This overview provides a comprehensive synthesis of the determinants influencing the implementation of CDSSs in healthcare, collated in the GUIDE-CDSS framework. The findings underscore that for successful CDSS development, implementation and evaluation is multifactorial. Protocol registration: This study was registered in PROSPERO (No. CRD42024512455).

Aims and objectives: Early bilingual language assessment often focuses on lexical development. However, lexical tasks per se are not sufficiently informative of the child’s bilingual language development. Thus, other developmental communicative-language domains should be analysed within plurilingual language assessment. Methodology: Drawing on parent-report instruments currently used with plurilingual children, we developed a web-based questionnaire to complement early language assessment in children exposed to more than one language. The instrument not only asks parents about family language use and exposure but also taps into parental socio-conversational skills (SCS) skills and daily playing activities and routines with their child, as important features of the home language learning environment. Data and analysis: We conducted a feasibility study of our questionnaire on the parents of 30 plurilingual Italian-speaking toddlers (18 males; mean age = 28.73 months). Feasibility and acceptability have been measured through satisfaction rating scales reported by parents after they filled in our questionnaire, together with internal validity analyses. Findings: Out of 30 participants, 27 did not report any concerns regarding our questionnaire. We obtained scores of 8.55/10 ( SD = 1.97; Mdn = 9) to estimate the degree of comprehension of the questions; 8.53/10 ( SD = 1.76; Mdn = 9) for the degree of coherence and logic of the sequence of questions. Internal validity identified target domains, for example, parental SCS, exposure to digital device and age of first exposure to languages, with excellent internal consistency for parental SCS. Correlations revealed associations between items (e.g., parental responsiveness before and after their child’s first words onset; ρ = 0.406, p = .029) targeting the same concept (e.g., parental responsiveness). Originality: We developed and tested the first web-based parent-report questionnaire for evaluating the language environments of plurilingual Italian-speaking children (including parental SCS and input quality). Implications: The results provide preliminary evidence and suggestions about how to use and further develop our questionnaire across plurilingual populations, considering the heterogeneity in language exposure of plurilingual.

Evidence on communicative‐language development paths across children with and without a late language emergence (LLE) is mixed, particularly concerning socio‐conversational skills (SCS) and executive functions (EFs). We administered a web‐based communicative‐language assessment completed by parents of 202 children aged 24–36 months. Ninety‐four parents completed the assessment in person and provided feedback on their experience with the assessment, while 108 participated remotely. No significant differences emerged across assessment administrations (in person vs. remotely). Parental perceptions indicated positive experiences highlighting the need for clearer instructions to enhance assessment reliability. Children with LLE ( N = 32) exhibited significantly lower SCS (both responsiveness and assertiveness) and socioeconomic status (SES) scores. Also, SES and responsiveness were significant predictors of LLE. Our findings highlight the emphasize the significant role of SCS and SES in early language development. Furthermore, we discussed our findings on parental perceptions, administration procedures, and gender differences, promoting early LLE identification through our web‐based tool.