Neurogenetic profile, communication and educational intervention in students with CHD8 syndrome

CHD8 syndrome is a genetic alteration associated with Autism Spectrum Disorder, Intellectual Disability, and language difficulties, characterized by a specific neurogenetic and communicative profile with important implications in the educational field. Despite growing interest from clinical and biomedical perspectives, there are still limitations in research focused on its educational participation and intervention, especially regarding communicative and linguistic development.

The aim of this study is to analyze the neurocognitive, communicative, and behavioral profile associated with CHD8 syndrome, as well as to describe its educational implications and propose an intervention aimed at developing students’ communicative skills in inclusive settings. To this end, a theoretical review of the existing literature is conducted, and pedagogical strategies are proposed that integrate the different components of language (form, content, and use), along with executive functions.

The findings highlight the need to implement comprehensive, structured, and functional educational approaches that promote students’ participation and interaction in the classroom. In this regard, the importance of adapting intervention to the specific characteristics of this profile is emphasized, fostering communicative and linguistic development as a foundation for effective interaction with the environment.