## 1 _Eiditorial_
Moreover, the study shows how remote assessment can also be applied to children as young as preschool age, provided that parents, teachers, or other caregivers support and assist the child through the screening procedures. This study, too, highlights the desirability and usefulness of integrating the results of direct assessment with parents' and teachers' questionnaires. [PERSON] et al. [4] provide an overview of the use of the Alif-Ya Assessment Battery, which was specifically designed for the identification and diagnosis of intellectual disabilities in Saudi Arabian children and adolescents based on various theories of intelligence. The results show the potential of computerized assessments to accurately, efficiently, and easily evaluate different cognitive processes in multiple clinical settings. Some of the subtests showed a greater sensitivity to the presence of intellectual disorders, whereas others suffered from the presence of floor or ceiling effects in given age groups. Nonetheless, the results generally illustrate how the use of flexible combinations of hardware types and operating systems may provide clinicians with a greater capability to work with children under new and emerging circumstances and may also allow children with special learning and clinical needs to maintain access to clinical services for assessment and treatment from a distance and under non-conventional conditions. Finally, the technology applied by [PERSON] and colleagues [5] for automatic emotion recognition is particularly innovative but, at the same time, particularly challenging. The authors explored the test-retest reliability of a specific automated emotional facial expression analysis (AEFEA) software package (Noldus FaceReader 8.0--FR8) in typically developing children and children with autism spectrum disorder. Although the test-retest reliability of FR8 was not perfect, it was generally high. Together, these results call for further investigation of the putative factors affecting test-retest reliability, possible ways to improve it, and the possible relationships between data reliability and validity. An interesting suggestion from this study concerns the potential of repeated analyses that can lead to the \"stabilization\" of emotion intensity datasets in at least some of the cases where the FR8 initial reliability is low. More generally, the paper draws our attention to the need for a thorough investigation of the psychometric properties of AEFEA systems. Complementary to the use of technologies for assessment, other articles address the issue of technologies applied to intervention. Two systematic reviews and three original research papers focus on the usefulness of technologies in empowerment programs and home-based activities. [PERSON] and colleagues [6] review studies on serious games (SGs) used to improve learning and cognitive skills. SGs have been found to be effective in enhancing reading and metaphorological skills in children with learning disorders and ensuring high levels of engagement and enjoyment, even if generalization to untrained activities is not always satisfactory, and the range of abilities addressed is still limited. Moreover, the gamification aspects, such as the graphics and user interface, should be improved. The systematic review by [PERSON] and colleagues [7] focuses on innovative digital technologies in the characterization of neuromuscular and movement disorders. Wearable devices have proven to be a suitable solution for physical activity monitoring during daily routines, home monitoring, and tele-rehabilitation. Among the putative objective measures, inertial measurement units have allowed the assessment of remediation outcomes in individuals with Duchenne muscular dystrophy. The use of tangible user interfaces (TUIs) for the Internet of Artefacts (IoA) for health applications (in particular, for speech and language therapy) has been explored by [PERSON] et al. [8].