Fabrizio Stasolla

Artificial intelligence (AI) and deep learning (DL) have rapidly moved from experimental research to the core of modern medical and assistive technologies

Dementia represents a major healthcare challenge, as pathological changes often occur years before overt symptoms. Early manifestations such as mild cognitive impairment (MCI) and subjective cognitive decline (SCD) represent critical transitional stages between normal aging and dementia. Thus, distinguishing these conditions (i.e., MCI and SCD) and determining their potential evolution into dementia remains crucial. However, current clinical tools, mainly neuroimaging and neuropsychological assessments, are not always clearly interpretable and are often resource-intensive. In recent years, artificial intelligence (AI), including machine learning (ML) and deep learning (DL), has demonstrated promising potential in early detection, progression prediction, and differential diagnosis of neurocognitive disorders. This systematic review aims to synthesize current evidence on the application of AI-based approaches to improve diagnostic accuracy and prognostic assessments in dementia. A comprehensive literature search of studies published between 2015 and 2025 was conducted across PubMed/MEDLINE, Scopus, and Web of Science, following PRISMA 2020 guidelines. Studies were evaluated for data modality, methodological rigor, performance metrics, and clinical applicability. Seventeen (17) studies, of which twelve (12) are primary studies and five (5) are secondary studies, examining AI applications in detecting and diagnosing neurocognitive disorders (NCDs) in adults with dementia, MCI, or SCD were included. Results indicate that AI models, particularly DL applied to neuroimaging, electrophysiological data, speech and language features, biomarkers, and digital behavioral data, achieve high diagnostic accuracy in distinguishing MCI, Alzheimer’s disease, and healthy aging. Predictive models also show potential in forecasting conversion from MCI to dementia and monitoring cognitive trajectories via wearable or smart-home technologies. Nonetheless, heterogeneity, limited external validation, and methodological inconsistencies hinder clinical translation. In conclusion, AI represents a rapidly evolving and promising tool for early detection and monitoring of neurocognitive disorders. Collectively, the reviewed studies underscore the need for standardized pipelines, larger multicenter datasets, and explainable AI frameworks to enable effective clinical implementation.

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, motor hyperactivity and verbal and cognitive impulsivity. Impairments in executive functions (EFs), in particular working memory, monitoring and organization of daily life, are frequently observed in children diagnosed with ADHD, and are reflected in behavioural, social-emotional and learning difficulties. The development and use of technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) for ADHD have increased in recent years, using a variety of tools to support including PC, video games, wearable devices and tangible interfaces. Objectives: To systematically map the current state of research on the use of AR, VR and MR technologies to assess and/or enhance EFs in children with ADHD. To evaluate the effects on their quality of life and on families’ and caregivers’ burden reduction. To explore the interventions’ clinical validity. Methods: A scoping review according to PRISMA-ScR guidelines was conducted. A systematic search was carried out in the Scopus and Web of Science databases for studies published between 2015 and 2025. Empirical studies published in English that examined children with ADHD aged <13 years were included. AR-, VR-, or MR-based interventions focused on EF were considered. For each study, the following features were recorded: year and country of publication, design, objectives, EFs considered, technology and hardware used, main results, and limitations. Results: Twenty studies were identified. The most frequently addressed functional domains were sustained and selective visual attention, working memory, and inhibition. Assessment interventions primarily involved the use of a head-mounted display (HMD) in conjunction with the Continuous Performance Test (CPT). Training interventions included immersive VR, serious video games, VR with motor or dual-task training, and MR. The results suggest that VR can enhance cognitive performance and sustained attention; however, longitudinal studies are required to evaluate its long-term effectiveness and integrate emotional skills. Conclusions: The use of these technologies is a promising strategy for the assessment and training of EFs in children with ADHD. These tools provide positive, inclusive feedback and motivating tasks. Nevertheless, larger sample studies and longitudinal follow-ups to confirm the suitability and effectiveness of the technology-based programs are warranted.

BACKGROUND: Children with attention deficit/hyperactivity disorders (ADHD) may experience significant impairments in executive functions which may relevantly compromise their academic performance. Their self-esteem may be negatively affected and caregivers’ burden may be increased accordingly. To overcome this issue, animal-assisted interventions and standard speech therapy may be implemented. OBJECTIVES: To compare a horse-based intervention and speech therapy for enhancing executive functions in children with ADHD considered within a normal range of intellectual functioning. To assess the effects on their self-esteem. To evaluate the caregivers’ burden reduction. METHOD: Twenty children with ADHD were randomly assigned to two different groups. The experimental group was exposed to a six-month intervention in which a horse-based program was randomly and systematically alternated with speech therapy sessions. The control group was exposed to a six-month of speech therapy only. Dependent measures included the Developmental Age Neuropsychological Battery (i.e., BVN), the Corsi block tapping test (CBTT), the Tower of London (ToL), and the Parent Stress Index Inventory. Three data points were recorded, namely the Baseline (T0), after three months of intervention (T1), and at the end of six-month intervention (T2). RESULTS: Data evidenced significant improvements in both groups. Higher enhancements in executive functions, self-esteem, and caregivers’ burden reduction were recorded in the experimental group. The social validation procedure confirmed the suitability of the horse-based intervention. CONCLUSION : A horse-based program may be effective and suitable in supporting executive functions, promoting participants’ self-esteem, and reducing caregivers’ burden.

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, motor hyperactivity and verbal and cognitive impulsivity. Impairments in executive functions (EFs), in particular working memory, monitoring and organization of daily life-are frequently observed in children diagnosed with ADHD, and are reflected in behavioural, social-emotional and learning difficulties. The development and use of technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) for ADHD have increased in recent years, using a variety of tools to support including PC, video games, wearable devices and tangible interfaces. Objectives: To systematically map the current state of research on the use of AR, VR and MR technologies to assess and/or enhance EFs in children with ADHD. To evaluate the effects on their quality of life and on families’ and caregivers’ burden reduction. To explore the interventions’ clinical validity. Methods: A scoping review according to PRISMA-ScR guidelines was conducted. A systematic search was carried out in the Scopus and Web of Science databases for studies published between 2015 and 2025.Empirical studies published in English that examined children with ADHD aged < 13 years were included. AR, VR, or MR-based interventions focused on EF were considered. For each study, the following features were recorded: year and country of publication, design, objectives, EFs considered, technology and hardware used, main results, and limitations. Results: Twenty studies were identified. The most frequently addressed functional domains were sustained and selective visual attention, working memory, and inhibition. Assessment interventions primarily involved the use of a head-mounted display (HMD) in conjunction with the Continuous Performance Test (CPT). Training interventions included immersive VR, serious video games, VR with motor or dual-task training, and MR. The results suggest that VR can enhance cognitive performance and sustained attention; however, longitudinal studies are required to evaluate its long-term effectiveness and integrate emotional skills. Conclusions: The use of these technologies is a promising strategy for assessment and training of EFs in children with ADHD. These tools provide positive, inclusive feedback and motivating tasks. Nevertheless, larger sample studies, longitudinal follow-ups to confirm the suitability and effectiveness of the technology-based programs are warranted.

Adolescents with cognitive disabilities face unique developmental, social, and functional challenges that complicate their access to autonomy, education, and participation. Assistive technology (AT) has emerged as a powerful tool to support communication, learning, and daily functioning in this population. However, its deployment introduces complex ethical concerns. This narrative review critically examines the ethical considerations associated with AT use for adolescents with cognitive disabilities, focusing on five key themes: consent and decision-making, autonomy and independence, privacy and data protection, accessibility and usability, and equity in access and implementation.This review screened 50 documents, of which 20 were retained for full inclusion based on their relevance to ethical concerns in the use of assistive technology Key Themes in the Literature or adolescents with cognitive disabilities. Findings highlight the need for adolescent-centered approaches that respect evolving capacities, cultural contexts, and individual agency. Ethical AT implementation must move beyond procedural compliance to foster inclusive, responsive, and participatory practices. This review contributes a structured ethical framework specific to the use of assistive technology (AT) among adolescents with cognitive disabilities, an area that remains underexplored in current literature. While previous studies have discussed general ethical concerns related to AT or disability, few have integrated adolescent developmental theory, rights-based ethics, and practical considerations into a single, coherent review. By organizing ethical issues around five core themes consent and decision-making, autonomy, privacy, accessibility, and equity, this paper advances a more narrative review and adolescent-specific ethical lens for understanding AT implementation. It emphasizes adolescence as a unique developmental stage marked by emerging autonomy, evolving identity, and shifting capacities, all of which are critical to ethical decision-making but are often overlooked in existing research. The review concludes with recommendations for policy development, participatory research, and capacity-building among educators, developers, and caregivers. It calls for ethical reflection to be embedded not only in the design and deployment of AT, but also in training programs and institutional practices. As AT continues to evolve, ethical practices must evolve in tandem, ensuring that technological tools empower rather than marginalize adolescents with cognitive disabilities and that implementation is both developmentally appropriate and socially acceptable.