The implications of a transdiagn stic perspective. To devise and guise interventions

We explore the transdiagnostic approach (TA), focusing on its innovative suggestions for research on the intervention's effects and the clinical practice of selecting priorities for intervention. We argue that TA involves a systemic perspective by investigating the relationships between different developmental dimensions and focusing on stimulating a specific cognitive dimension (e.g., executive functioning) with various tasks and in more than one domain. We conclude that, to orient an intervention, practitioners should select the developmental dimensions to enhance to support the learning processes that facilitate the development of complex abilities. They should also identify the contexts to enrich to promote a child's active involvement in the experience.