Integrating Transdiagnostic and Biopsychosocial Approaches to Move Beyond Categorical Diagnoses in Neurodevelopmental Disorders: A Perspective Review

Abstract

Neurodevelopmental disorders (NDD) represent a heterogeneous group of conditions that are thought to be related to impaired brain development, which often leads to significant functional difficulties across various domains. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Statistical Classification of Diseases and Related Health Problems (ICD), conventional diagnostic frameworks mainly focus on categorical classifications for identifying and supporting children with NDD. Despite their merit throughout the history of special and inclusive education, various stakeholders revealed the imperfections of this categorical diagnostic system. One aim of this perspective review, thus, is to promote a transdiagnostic approach for understanding NDDs as a possible supplementation of the current categorical diagnosis system. At the same time, there is limited relevant research on psychological and ecological domains beyond the symptomatic and neurocognitive domains of NDD. We propose to extend the transdiagnostic approach within the framework of a biopsychosocial approach that integrates neurocognitive, psychological, and socioecological factors and aims to enhance the understanding of NDD and the broader context of inclusive education.

Keywords

biopsychosocial model / children with special educational needs / neurodevelopmental disorders / transdiagnostic approach

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