For instance, ASD can be diagnosed between 2-4 years old, ADHD before 12 years old, ID before 18 years old, and any of the NDs may go undetected until adulthood [4]. The severity of ND symptoms varies, and they affect individuals' quality of life as well as that of their families, causing major care needs that require extensive community assets [7, 8]. Early screening and evaluation are vital to identify children at risk of neurodevelopmental disorders (NDs) and/or communication deficiencies. While the current literature reports a high prevalence of NDs, still many children are underdiagnosed, resulting in them missing out on effective interventions that could be of more impact if administered early [7, 8]. Effective communication is essential for indicating the development continuation from childhood through adult life and for social interactions [4, 9]. Delayed speech and language development are often early indicators of many NDs [4, 10]. Various instruments for assessment, testing, observations, and perceived behaviors of the child and parent/caregiver interviews are employed by clinicians during evaluation procedures [7]. Although all the aforementioned are meant to be applied with clinical discretion, their use raises concerns such as [11, 12, 13]: (i) clinical symptoms are shared among neurodevelopmental disorders; (ii) severe specifier values may result in a positive diagnostic decision because most indications are expressed quantitatively; (iii) in the lack of biomarkers, we are unable to distinguish false positives from extremely related conditions; (iv) the decoding of instrument values at the threshold may be challenging; (v) diagnostic instruments do not offer a differential diagnosis and are unhelpful for negative diagnoses; and (vi) diagnostic instrumentation does not establish individual Functional Communication Profiles to highlight deficits and strengths valuable for intervention. As such, occasionally they may result in subjective evaluations [11, 12, 13] which point out elements of clinical assessment based on multiparametric, non-standardized, and subjective diagnostic procedures that are still challenging and require a high level of expertise [14]. Moreover, early detection of developmental disabilities in children is crucial for improving the prognostic procedures for NDs on an individual's development stages [12]. Therefore, there is a need for additional support to diminish the over- or under-diagnosis of NDs in children [11, 12, 14, 15]. Speech and language therapy and special education can benefit from the advances of biosignal processing techniques, and wearable biosensors have made it feasible for the real-time collection and analysis of biosignals, enabling new possibilities for healthcare monitoring and management. Biosignals are time-varying measures of human body processes that can provide important information about the functioning of the human body [16, 17]. There two main categories of biosignals: (i) physical signals, that are directly related to physical properties of the body, such as movement, force, and pressure (i.e., accelerometry, eye movements, blinks, respiration, facial expressions, voice); and (ii) physiological signals, that reflect the activity of the body's organs and systems, such as the heart, the lungs, and the brain (i.e., electrocardiography, electroencephalography) [16]. As a result, less invasive devices are available (i.e., eye-trackers), which provide the child with a computer interaction community and allow understanding of how children engage with digital technologies, letting novel insights into their visual and cognitive processing [18]. Eye tracking is a method for identifying diagnostic biomarkers with evidence in children with ASD [19; 20; 21], ADHD [22; 23; 24; 25], ID [26; 27; 28], SLD [29; 30], and CD [24; 27]. The role of the autonomic nervous system has earned consideration for many types of neurophysiological features of NDs, such as ASD [31; 32; 33; 34].