Neurodevelopmental disorders: An innovative perspective via the response to intervention model.

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• Neurodevelopmental disorders encompass conditions like intellectual disability, autism spectrum disorder, and specific learning disorders (SLD).
• Specific learning disorders significantly affect academic skill acquisition in reading, writing, and math, often linked to executive function (EF) deficits.
• Executive functions are crucial cognitive processes underlying goal-directed behavior and learning.

Purpose of the Study:

• To review the current landscape of neurodevelopmental disorders and SLD.
• To highlight the advantages of the Response to Intervention (RtI) model for evaluation and intervention.
• To emphasize the critical role of executive functions in SLD and discuss adapting RtI with new technologies like virtual reality.

Main Methods:

• Systematic literature review on neurodevelopmental disorders, SLD, executive functions, and the Response to Intervention model.
• Analysis of current research integrating evaluation and intervention strategies.
• Exploration of theoretical frameworks for adapting RtI with emerging technologies.

Main Results:

• The Response to Intervention model offers a combined approach to assessment and support for students with SLD.
• Executive functions play a pivotal role in the manifestation and remediation of specific learning disorders.
• Adapting RtI models to incorporate innovative tools like virtual reality presents a promising avenue for enhanced intervention.

Conclusions:

• The RtI model provides a structured framework for addressing the complex needs of students with neurodevelopmental disorders, particularly SLD.
• Understanding and targeting executive functions is essential for effective interventions.
• Future directions include leveraging virtual reality to augment RtI, offering personalized and engaging learning experiences.