The approach according to which the neuropsychological development of a child occurs not within the framework of one system or an isolated function, but within the framework of a complex network of interacting systems operating in harmony and integrity. Each higher neuropsychological function – whether attention, memory, language, planning, or otherwise – is not limited to a single level or a specific area of the brain, but is distributed and integrated across several interconnected levels, including neural and structural aspects, cognitive and emotional processes, and behavioral and social interactions. This multi-system interconnectedness means that any development or impairment of one function cannot be understood in isolation from the others, as changes in one system affect a wider network of related abilities. From this point of view, the importance of using integrated assessment and diagnostic methods that take into account the interaction between different systems is emphasized. It also requires comprehensive therapeutic and educational interventions aimed at strengthening the integration of these functions and enabling the child to develop his or her skills and abilities in a balanced and harmonious manner, thereby contributing to his or her comprehensive development at the neurological, cognitive, emotional and social levels. Based on this, any impairment in one system, such as hearing loss or difficulty distinguishing visually, can automatically affect other systems, such as language, schooling, self-regulation, and even social interaction. Therefore, effective neuropsychological treatment should be multisystemic, comprehensively affecting all these levels, and not isolating the problem within one function. This approach provides comprehensive support for the child, increases the effectiveness of compensation and promotes balanced development in all areas, rather than just treating superficial or partial symptoms.