The Genomics and AI in Personalized Medicine (GAIPM) aims to advance cutting-edge research at the intersection of genomics, artificial intelligence, and individualized healthcare. The journal promotes scientific innovation in precision diagnostics, genome-based therapies, predictive analytics, and machine-learning–driven medical solutions. It seeks high-quality research that enhances understanding of genetic variation, disease prediction models, and AI-enabled clinical decision systems. GAIPM serves as a global platform for researchers, clinicians, and biomedical data scientists to contribute knowledge that transforms patient-centered medicine and improves healthcare outcomes.
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Children with neurodevelopmental disorders frequently experience writing difficulties that impact their academic success, yet these challenges remain insufficiently characterized in the literature. This scoping review aimed to map and synthesize peer-reviewed studies published between 2018 and 2025 on writing difficulties in school-aged children with NDDs, including ADHD, ASD, DCD, and specific learning disorders. Using the PRISMA-ScR framework and the Population– Concept–Context approach, 10 studies were selected from six major databases, Google Scholar, PubMed, Scopus, PsycINFO, ERIC, and Web of Science. The keywords used included ASD, ADHD, DCD, and writing difficulties. The review identified three primary types of writing difficulties: transcription, compositional, and orthographic, often overlapping and influenced by disorder-specific cognitive and behavioral profiles. ADHD was associated with executive function deficits affecting writing fluency, while ASD-related challenges centered on linguistic coherence and task engagement. Assessment tools included standardized measures (e.g., WIAT, DASH) and qualitative observations. Interventions ranged from occupational therapy to teacher-led strategies. The review emphasized the need for multidimensional, individualized assessment and support systems and offers insights to guide future research and inclusive educational practices.
Writing difficulties, neurodevelopmental disorders, school-aged children, ADHD, written composition, developmental coordination disorder, learning interventions.