The intervention of neurodevelopmental problems in early care is complex due to the fact that the brain at this stage is in a period of particular sensitivity to change at a structural, hodological and functional level during early childhood. This leads to complications when intervening in this age group due to the difficulty of early diagnosis, the high level of comorbidity and relationship between problems and symptoms, and the lack of scientific evidence for current interventions, among other reasons. Therefore, professionals and researchers question whether interventions derived from traditional categorical models are the most appropriate option for working with this population. In recent years, some studies have begun to focus on transdiagnostic models as a possible alternative to traditional categorical systems, as these models allow intervention on different problems without the need to obtain a diagnosis, which in many cases is not uniform. In the critical review of the literature presented here, we analyze the degree of effectiveness of current interventions and reflect on the possible viability of the trans-diagnostic approach in meeting the needs of this age group, given their particular state of vulnerability and the importance of their receiving intervention as soon as possible.

Transdiagnostic, early care, early childhood, neurodevelopment disorders

Applied Psychology Around the World | Volume 7, Issue 2