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Transition to adolescence in neurodevelopmental disorders: challenges and clinical perspectives
Eduardo Jorge Custódio da Silva1, Evelyn Eisenstein2
1Universidade Federal do Rio de Janeiro (UFRJ), Neurologia, Rio de Janeiro, RJ, Brazil; Instituto Nacional de Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira (IFF/FIOCRUZ), Saúde da Criança, Rio de Janeiro, RJ, Brazil; Faculdade de Ciências Médicas da Universidade do Estado do Rio de Janeiro (FCM-UERJ), Departamento de Pediatria, Rio de Janeiro, RJ, Brazil; Sociedade Brasileira de Pediatria (SBP), GT sobre Saúde na Era Digital, Rio de Janeiro, RJ, Brazil; Academia de Medicina do Rio de Janeiro (AMRJ), Rio de Janeiro, RJ, Brazil.
Objective:
This review article describes the main clinical, emotional, educational, and social aspects involved in the transition to adolescence for individuals with these conditions. It also addresses implications for healthcare, the continuity of educational support, and the importance of individualized transition strategies, highlighting the need for a multidisciplinary approach centered on the individual and on continuity of care.
Data Sources:
Review of the latest literature on neurodevelopmental disorders in adolescents.
Data Summary:
Adolescence represents a vital period of biopsychosocial transformation, particularly challenging for individuals with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual disability.
Conclusions:
Integrated, person-centered, continuous, and collaborative health care is essential to promote the well-being and inclusion of these adolescents.
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