# Constructing Features for Screening Neurodevelopmental Disorders Using Grammatical Evolution
## 1 Introduction  
Neurodevelopmental disorder (ND) refers to a variety of disorders disturbing neurological development that impact on several domains, including communication, learning, social interaction, behavior, cognitive processes, and emotional functioning. Neurodevelopmental disorders (NDs) typically manifest during childhood [1, 2]. Autism SpectrumDisorders (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disability (ID), Specific Learning Disorder (SLD), and Communication Disorders (CD) are among the conditions that fall under the umbrella of neurodevelopmental disorders (NDs) [1]. Specific characteristics associated with each disorder are outlined in the Diagnostic and Statistical Manual of Mental illnesses, Fifth Edition (DSM-5), which offers descriptions for mental illnesses [1; 3]. ASD is an ND with clinically severe functional deficits in distinctive, recurring patterns of behavior, interests, or hobbies, along with persistent challenges in social interaction and communication [1; 2; 4]. ASD can impact individuals' educational experiences, employment opportunities, and social relationships [5]. ADHD is another ND with hallmarks on inattention, impulsivity, and hyperactivity, with a disruptive impact on daily functioning [1; 2; 4]. It can affect academic performance, work productivity, and interpersonal relationships [6; 7]. ID is an ND characterized by deficiencies in general mental skills that affect adaptive functioning, such as verbal skills, learning aptitude, logical reasoning ability, and practical intelligence (problem-solving) [1; 8]. ID can limit individuals' independence and ability to live a fully inclusive life [9; 10]. SLD is characterized by a major impairment in one or more of the following domains: oral expression, listening comprehension, basic reading and/or writing skills, and mathematical calculation and/or problem-solving abilities [1; 2; 11]. SLD can lead to challenges in academic settings and impact individuals' self-esteem and confidence [12; 13]. CD encompasses a collection of disorders, including speech sound disorder, language disorder, childhood-onset fluency disorder, social (pragmatic) communication disorder, and unspecified communication disorder [1]. These disorders are characterized by ongoing challenges in the acquisition, comprehension, and/or utilization of spoken or written language, resulting in an inability to express themselves, engage in meaningful conversations, and participate fully in social and professional interactions and effective communication [14]. Although NDs are frequently detectable in their early phases, the main obstacle is the lengthy and subjective character of conventional diagnostic techniques [2; 15]. Consequently, there exists a minimum waiting period over a year between the initial suspicion and the subsequent confirmation of diagnosis. The process of diagnosis requires a significant amount of time, around 10 h [15]. Moreover, there is a persistent and increasing demand for appointments that surpasses the maximum capacity of pediatric clinics in many countries [16]. Apart from being time-consuming and expensive, conventional diagnostic techniques carry a considerable risk of receiving an incorrect diagnosis. This can lead to unnecessary prolonged pharmaceutical therapy, decreased functionality, and increased vulnerability to further health and social complications [17]. This backlog in diagnostic procedures has led to significant delays in providing timely treatment and intervention for children with suspected developmental disorders. Consequently, many children may go undiagnosed and may be left without the necessary support and resources they require during this critical period of their development. Early detection and intervention of NDs are of the utmost significance, as they contribute significantly to the reduction or mitigation of symptoms, eventually enhancing the individual's overall quality of life.