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.
To review and summarize the current literature on the assessment and treatment of sexual obsessions in children and adolescents. Sexual obsessions are a subgroup of obsessive-compulsive disorder (OCD), characterized by intrusive, ego-dystonic and embarrassing thoughts and fears of engaging in inappropriate sexual behavior. A rapid review of papers published during the last 10 years reporting any aspect of sexual obsessions in pediatric OCD in four databases revealed only five papers, three of which were case reports. We present data on prevalence and phenomenology of the sexual obsession subtype of OCD in children and adolescents and review clinical recommendations for assessment and treatment, including obstacles for accurate identification of symptoms. Sexual obsessions in children and adolescents are under-studied, often under-diagnosed, and likely under-treated. They are reported in roughly 20
This review examines whether SGs and robotics improve academic performance and related cognitive skills in children and adolescents with autism and other neurodevelopmental disorders. We summarize the types of interventions used, the academic domains targeted, and the methodological quality of studies involving learners aged 6–18. Recent work highlights growing interest in digital and embodied learning tools for neurodiverse students. SGs and educational robotics show potential to enhance motivation, attention, working memory, and math skills, especially when interventions provide adaptive feedback and socially interactive elements. However, most studies rely on small samples, short intervention periods, and varied outcome measures, limiting comparability. Across 34 eligible studies, SGs and robotics demonstrated generally positive effects on academic-related outcomes in students with autism and neurodevelopmental disorders. While findings are encouraging, methodological variability and limited longitudinal evidence constrain firm conclusions. More rigorous, larger-scale studies with standardized assessments are needed to clarify long-term benefits and support broader implementation in educational settings.
