Research
Welcome to our research page, where you can explore the latest findings from the Neuro Navigation research team. Here, we share our groundbreaking studies and innovative approaches to enhance understanding and advancements in neurodiversity. Stay updated with our ongoing projects and discover how our work contributes to the field.
Reading Between the Lines: A Systematic Comparative Analysis
Developmental dyslexia affects up to 20% of school‑age children worldwide. Despite decades of research on Structured Literacy and multisensory phonics-based intervention, families and educators still navigate a fragmented marketplace of branded programs whose marketing claims often exceed their empirical support. We conducted a systematic comparative review of ten widely used interventions, including Orton‑Gillingham, Wilson, Barton, LiPS, Nessy, the Davis Method, Beyond Decodables, Equipped for Reading Success, EBLI, and the Pavlidis Method, using PRISMA 2020 standards, the GRADE framework, and attention to cross‑linguistic applicability. Results show a marked gap between program promotion and research quality: several popular approaches lack studies meeting What Works Clearinghouse criteria, while some less commercialized programs demonstrate replicable, modest-to-moderate gains in foundational decoding skills. Based on these results we've added a decision framework to guide parents and educators in selecting evidence‑aligned interventions for neurodivergent learners.
Beyond the Pill: A Systematic Comparative Review of Executive Function Intervention Programs for Learners with ADHD
ADHD is very common in children and teens, and many kids struggle with executive function skills, things like staying organized, managing time, remembering instructions, and controlling impulses. Medicine can help, but many families also look for non‑medication options that build these skills.
This review looked at the research behind eight major types of non‑medication programs, including working‑memory training (like Cogmed), computer‑based brain‑training apps, classroom behavior plans, organizational‑skills coaching, mindfulness programs, neurofeedback, and structured exercise.
The studies showed mixed results. Some programs, like Organizational Skills Training and Daily Report Cards, had the strongest real‑world improvements. Exercise programs also helped with focus and self‑control. Cogmed improved memory on the tasks it teaches, but didn’t consistently reduce ADHD symptoms in daily life. Mindfulness helped some families, especially with parent‑rated symptoms. Other programs, like some computer‑training apps and neurofeedback, had weaker or inconsistent evidence.
Overall, no single program works best for every child. The strongest approach combines several strategies like behavior supports, skill‑building, and physical activity and adapts them to the child’s home and school environment.
The research includes a simple comparison tool to help families and professionals choose the options that fit a child’s needs.
Decoding the Future: A Systematic Comparative Synthesis of Artificial Intelligence Applications for Dyslexia Learners
This study offers the first comprehensive, PRISMA‑aligned synthesis of how artificial intelligence is being applied across the full ecosystem of dyslexia identification and support. Drawing on evidence from six major research databases and leading educational grey‑literature sources, the review evaluates AI innovations in four domains: early screening and detection, assistive technologies, adaptive learning platforms, and emerging neurotechnology‑AI interfaces. Across these areas, the study examines machine‑learning classifiers, handwriting and eye‑tracking analytics, text‑to‑speech and speech‑to‑text tools, Science‑of‑Reading‑aligned adaptive programs such as Lexia Core5, large language model writing supports, and experimental neurofeedback and brain‑computer interface systems.
Findings show that AI‑based detection methods achieve high technical accuracy in controlled settings, while assistive technologies consistently improve reading comprehension and written expression. Adaptive learning platforms demonstrate the strongest evidence base, whereas neurotechnology‑AI hybrids remain early‑stage. A 2025 meta‑analysis included in the review reports a small but positive overall effect of AI‑supported interventions, tempered by methodological variability and limited clinical validation. The study concludes that AI holds significant potential to expand early identification and personalize instruction for dyslexic learners — but only if development is paired with safeguards against algorithmic bias, equitable digital access, and integration within evidence‑based literacy frameworks.
After The Diploma: Post-High School Pathways For Neurodivergent Young Adults
Bridging Worlds: A Systematic Comparative Synthesis of Communication and Social-Skills Intervention Programs for Autistic Learners
Many parents of autistic children are overwhelmed by the number of communication and social‑skills programs out there — and it’s hard to know which ones are truly supported by research. This study takes a deep look at eight of the most widely used approaches, from well‑known programs like PECS and Hanen More Than Words to developmental models like ESDM and JASPER, as well as teen‑focused programs like PEERS, and newer tools such as video modeling and robot‑assisted learning. The goal was simple: help families understand what works, for whom, and why.
The findings show that no single program fits every autistic child, and that’s okay. Some approaches, like ESDM and JASPER, have strong evidence for improving early communication, play, and engagement. PEERS is especially effective for teens who want support building friendships. PECS helps many children communicate more independently, and video modeling is a flexible tool that works across ages. Other programs, like SCERTS and robot‑mediated interventions, show promise but need more research. Overall, the study highlights something parents often know intuitively: autistic children thrive when support is individualized, developmentally appropriate, and built around their strengths. A blended, personalized approach, not a one‑size‑fits‑all program yet what truly helps kids grow.