Speaker
Presentation in SpanishIBAN ONANDIA
EUROPEAN UNIVERSITY OF MADRID. SPAIN
Graduated in Psychology in 2008 from the University of Barcelona, since then he has been working in private practice as a psychologist and clinical neuropsychologist for children and adolescents and as CEO of a team of 11 professionals with diverse backgrounds in psychology. He also participates in clinical trials in the area of cognitive impairment and dementia. In turn, he has been combining this care work with other occupations of various kinds in research, both in dementia and neurodevelopmental disorders, from which derive most of the publications, some of them of very high impact; performs university teaching, both undergraduate and postgraduate, where he has also directed more than 300 TFG and TFM, and is a regular member of courts and has co-directed 2 doctoral theses.
He has participated in the validation of clinical measurement instruments such as the NEPSY, the WISC, etc., as well as in numerous congresses, courses, conferences, etc. He has been accredited by the General Council of Psychology as an Expert Psychologist in Neuropsychology, also belonging to several technical-professional associations, some of them within its board of directors, as is the case of the Spanish Society of Clinical Child and Adolescent Psychology, of which he is currently a member. He is the main author of the book “Evaluación Neuropsicológica de los procesos atencionales” published by Editorial Síntesis and has recently collaborated in the manual “Tratamiento paso a paso de los problemas psicológicos en la infancia y adolescencia”, published by Editorial Pirámide. Finally, he is about to publish the Manual de Neuropsicología Infantojuvenil.
He is currently an associate professor at the UPV/EHU, as well as a collaborating professor at the UOC and the UEM, and has been accredited as an adjunct professor by UNIBASQ.
Unnoticed Neurodevelopmental Disorders: What Happens When Children Grow Up?
Neurodevelopmental disorders (NDDs) comprise a group of conditions that originate in the early stages of development and affect different domains of cognitive, behavioral, social, and adaptive functioning. Although significant progress has been made in recent decades in their identification and diagnosis, a substantial proportion of children with profiles compatible with these disorders remain undetected during childhood. This underidentification is often associated with more subtle clinical presentations, the presence of strong cognitive abilities that facilitate compensatory strategies, or highly structured family and school environments that temporarily buffer difficulties.
However, as these children grow and face increasing academic, social, and personal autonomy demands, compensatory strategies may become insufficient. In this context, difficulties related to executive functions, emotional regulation, social adaptation, or academic performance tend to emerge more clearly, often leading to evaluation and late diagnostic processes during adolescence or even adulthood. This phenomenon has been described across several neurodevelopmental disorders, such as attention-deficit/hyperactivity disorder (ADHD), more subtle presentations of autism spectrum disorder (ASD), specific learning disorders, or certain profiles characterized by socioemotional and executive difficulties.
The aim of this symposium is to analyze, through case studies, the factors that contribute to certain neurodevelopmental disorders going unnoticed in early stages, and to explore how these profiles evolve across development. It will also address the clinical and educational implications of late diagnoses, with particular attention to the challenges they pose for psychological and neuropsychological assessment, as well as for the design of interventions tailored to adolescents and young adults who did not receive early identification of their difficulties.
Overall, the symposium seeks to contribute to a better understanding of these developmental profiles, promoting more sensitive detection and a clinical and educational response better aligned with the needs of these individuals throughout their development.
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