THE ROLE OF NEUROPSYCHOLOGICAL ASSESSMENT IN THE EARLY DIAGNOSIS OF COGNITIVE DYSFUNCTIONS IN CHILDREN WITH NEURODEVELOPMENTAL DISORDERS

Abstract

This article discusses the role of neuropsychological assessment in the early diagnosis of cognitive dysfunctions in children with neurodevelopmental disorders, highlighting its clinical and educational relevance. The study aimed to understand how this assessment process contributes to identifying cognitive profiles, supporting differential diagnosis, and guiding interventions more appropriate to the child's needs. The methodology adopted was bibliographic research, with the collection and analysis of reference works, scientific articles, and normative documents related to psychological assessment, instruments, and neuropsychological practice in children. The results indicate that neuropsychological assessment, when conducted as a structured and integrated process, allows for the transformation of generic complaints into specific information about domains such as attention, memory, language, and executive functions, favoring earlier and well-founded decisions. It was also observed that the quality of the diagnosis depends on the careful selection of instruments, contextualized interpretation, and guiding feedback, avoiding superficial conclusions and labeling. It is concluded that neuropsychological assessment is a central resource for improving the care and educational trajectory of children with neurodevelopmental disorders, as it increases diagnostic accuracy and supports fairer and more functional intervention and support strategies.