Cognitive stimulation in socioeconomically disadvantaged children with neurodevelopmental disorders: a case series Rodríguez Prieto, Pablo Giral Oliveros, Nathalia A. Simpson, Ian Craig Ibáñez-Alfonso, Joaquín A. Neuropsychology Cognitive stimulation Neurodevelopmental disorders vulnerability Socioeconomic level Child development The Andalusian Agency for International Cooperation and Development (AACID, in Spanish) from the Junta de Andalucía Government, Spain, under the project “Mejora del rendimiento académico y la calidad de vida de menores vulnerables de Guatemala: programa integral de estimulación cognitiva y emocional, desarrollo de huertos escolares y fortalecimiento de la docencia a distancia ante el reto del COVID-19” [Improvement of the academic performance and quality of life in vulnerable minors from Guatemala: Integral cognitive and emotional stimulation program, development of school orchards, and strengthening of distance teaching amidst the challenge of COVID-19], file number 0C138/2020 FEDER Junta de Andalucía-Consejería de Transformación Económica, Industria, Conocimiento y Universidades/Project E-SEJ-754-UGR20. Introduction: Research shows how conditions in socio-economically disadvantaged environments can be a risk factor for children’s cognitive development. Consequently, children with neurodevelopmental disorders growing up in such environments face a double challenge. This study analyzed the effect of a comprehensive cognitive stimulation program on 4 single case studies comprising children with neurodevelopmental disorders from Guatemala. Methodology: A descriptive study was conducted, using a case series approach, consisting of four participants with neurodevelopmental disorders, and a neurotypical group of 126 children. Participants in the neurotypical group were randomly assigned to either a control or experimental reference group. Cognitive assessments were performed pre- and post-intervention for all participants. Children in the experimental group received a comprehensive cognitive stimulation program between assessments. Two participants with neurodevelopmental disorders also received the stimulation program while the other two children with neurodevelopmental disorders performed the same task as the control group, specifically, regular reading activities. Results: The experimental group exhibited a significant improvement in executive functions (inhibition, flexibility, and planning). The two experimental group children with neurodevelopmental disorders exhibited improved social cognition, showing a larger improvement compared to neurotypical children in their group, as well as compared to the two control children. However, although the reading program improved the language skills of the neurotypical control group, the children with neurodevelopmental disorders did not show as much improvement. Conclusion: These results suggest that specialized interventions are beneficial for children from socio-economically disadvantaged backgrounds, but importantly, may have a larger impact on children with neurodevelopmental disorders. 2026-02-17T13:39:18Z 2026-02-17T13:39:18Z 2024 journal article Published version: Rodríguez-Prieto, P., Giral Oliveros, N. A., Simpson, I. C., & Ibáñez-Alfonso, J. (2024). Cognitive Stimulation in Socioeconomically Disadvantaged Children with Neurodevelopmental Disorders: A case series. Frontiers in Psychology, 15:1365697. https://doi.org/10.3389/fpsyg.2024.1365697 https://hdl.handle.net/10481/111125 10.3389/fpsyg.2024.1365697 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Frontiers