Religious obsessive-compulsive disorder (OCD), also known as religiosity or scrupulosity, presents unique clinical and ethical challenges due to the presence of obsessive-compulsive symptoms that are entangled with sincerely held religious beliefs. Hospital chaplains can play a vital role in an interdisciplinary care framework that supports evidence-based OCD treatment while respecting religious beliefs and identity. Thus, this review examines the role of hospital chaplains in the provision of evidence-based OCD treatment and proposes formalized models of collaborative care. The current literature emphasizes the value of collaboration between hospital chaplains and mental health clinicians in delivering comprehensive mental health care to individuals with religious OCD. Structured interdisciplinary approaches may aid in the shared understanding of OCD psychopathology within the context of religiosity and help ensure values-driven living. This paper argues for formalized collaboration between hospital chaplains and mental health clinicians as part of comprehensive, evidence-based treatment for religious OCD. It also proposes structured models of partnership to promote the preservation of sincerely held religious beliefs and improved treatment outcomes.
Artificial intelligence (AI) and associated technologies, including machine learning, deep learning, and generative systems such as large language models, have rapidly expanded in capability, scale, and daily use in recent years. These systems are also being explored for applications in healthcare, including mental healthcare. For some mental health conditions, such as obsessive-compulsive disorder (OCD), aspects and features of AI technologies may have unintended and unexpected interactions and consequences. Herein, we review the current literature exploring how AI and OCD interact in daily life and treatment settings, and consider ethical concerns. We find literature on this topic to exist within several broad domains: (1) how AI is shaping OCD presentations and symptoms; (2) how AI is being used in diagnosis and prognosis; and, (3) how AI is being used in treatment. Legal and ethical implications of AI in mental healthcare span domains including: (1) Privacy, Confidentiality, and Autonomy; (2) Bias, Transparency, and Humanization; and, (3) Patient Safety and Clinical Oversight. AI use in daily life and mental healthcare settings is accelerating and can impact lived experience with OCD. Clinicians are advised to assess for use of AI by patients, and invite a conversation about AI’s role in their patients’ lives. As AI systems are incorporated into treatment settings, we suggest maintaining a human-in-the-loop for oversight of these systems. Finally, ethical concerns should continue to be reviewed as systems advance and adapt, with particular attention to privacy, transparency, patient agency, legal and ethical responsibility, and provider accountability.
Children with motor and speech disabilities represent a heterogeneous group who can benefit substantially from augmentative and alternative communication (AAC). AAC technologies have been shown to support spoken language and communication development for individuals across a wide range of cognitive, linguistic, motor, and sensory profiles when appropriate access methods and intervention strategies are matched to individual abilities. This article reviews the current state of research related to AAC access and intervention. Existing and emerging access methods, including advances in alternative access technologies are discussed. In addition, current research addressing intervention approaches for this population is examined, including literacy development and communication partner training. Despite promising advances, children with motor and speech disabilities have received comparatively limited focused attention in the literature and significant gaps remain in the evidence base. The article concludes with a call for targeted research to better understand effective AAC access solutions and intervention strategies for children with motor and speech disabilities to maximize outcomes and ensure opportunities for communication participation and development.
Existing reviews have focused on either the developmental coordination disorder (DCD) + attention deficit hyperactivity disorder (ADHD) group or the DCD + autism spectrum disorder (ASD) group alone. This review summarizes the literature on co-occurring ADHD, ASD, and specific learning disorder (SLD) in individuals with DCD, focusing on research characteristics, outcome measures mapped to the International Classification of Functioning, Disability and Health (ICF), and functional profiles across co-occurring conditions. Systematic searches of MEDLINE, ERIC, CINAHL, and Web of Science identified studies published up to April 2026 comparing a DCD group with co-occurring neurodevelopmental condition groups or comparing co-occurring groups. The included studies involved DCD versus (vs.) DCD + ADHD, 37; DCD vs. DCD + SLD, 20 (all involving developmental dyslexia); DCD vs. DCD + ASD, 8; and comparisons among co-occurring groups, 3. Outcome measures were primarily classified within Body Functions and Activities and Participation domains. Emotional difficulties were most consistently reported in DCD + ADHD, whereas decoding, phonological processing, and reading difficulties were characteristic of DCD + SLD. Evidence regarding DCD + ASD was limited but suggested difficulties related to sensory processing and social cognition. Although overall motor performance was often comparable across groups, differences were more evident in movement-related functions, particularly postural regulation, suggesting differences in underlying motor control processes. Co-occurring ADHD, ASD, and SLD appear to be associated with distinct functional profiles in individuals with DCD rather than being uniformly associated with greater impairment severity. However, evidence remains limited for DCD + ASD and multiple co-occurring conditions, and little research has examined Body Structures, Environmental Factors, or Personal Factors. Future studies should adopt broader biopsychosocial perspectives incorporating these underrepresented ICF domains.
Some children struggle with speech development and a small minority never achieve intelligible speech. This review explores research on the use of augmentative and alternative communication (AAC) to support their development of communication and language. There is no generally accepted definition of AAC or coherent theoretical framework, and the nature of AAC is rarely discussed. Most AAC research concerns short-term interventions and studies on AAC processes and development are rare. Longitudinal studies are generally lacking and many central issues in research on spoken language development have received limited attention in AAC research, including vocabulary use, figurative language, and bimodal and bilingual development. Communication is often slow among individuals with severe speech and motor disabilities and artificial intelligence has been suggested to increase conversational speed. Most research on AAC concern intervention and typically report short-term results, while many of the issues addressed in research on spoken language are not addressed. Theoretical and empirical bases for understanding AAC development are lacking. This implies that a significant basis for AAC intervention is lacking. After 40 years of research, there are still core issues that have not been sufficiently addressed. This paper outlines these issues to inform new directions in AAC research and practice.
