1,720,998 research outputs found
Identifying child maltreatment in the 0-3 age group: A screening protocol for childcare professionals developed within the ECLIPS project.
No full textImpaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms
No full textA growing body of literature indicates that children with Specific Learning Disorder (SpLD) are at risk of internalising and externalising problems. Instead, less is known about the factors that may influence this symptomatology. For instance, a few studies investigated the extent to which impaired school well-being could predict internalising and externalising symptomatology. This study aimed first to examine school well-being in SpLD children in a multi-dimensional perspective, from the point of view of the children and their mothers; second, the study analysed relationships between school well-being problems and psychopathological symptoms. Seventytwo children aged 8–10 years, 20 with SpLD and 52 typically developing (TD) children, and their mothers completed the Questionnaire on School Well-being. The mothers also filled in the Child Behaviour Checklist. Compared with TD group, mothers of children with SpLD reported on QBS lower children’s learning performances and worse family–teacher relationships. Closer relationships between QBS scores, i.e. struggles with learning and emotional problems at school, and internalising/externalising symptoms were found in SpLD group. These findings suggest that school well-being problems could negatively influence the psychological development of children with SpLD and highlight the importance of supportive school environment to improve school well-being and overall psychological health of these children
Perception of specific learning disorders in parents and teachers. A socio-cultural perspective
Full text linkMainstream perspectives about Specific Learning Disorders (SLD) range between the rehabilitative and psychological understanding of SLD. Few studies have been developed to detect SLD perception in school participants in reference to a cultural standpoint. Adopting a social constructivist perspective, which is part of a cultural framework, the present work aims at detecting the cultural models influencing the perception of SLD in a sample of parents and teachers. A multiple choice survey was administered to primary school parents (n = 1095) and teachers (n = 110), and a subsequent multidimensional analysis procedure - consisting of both Multiple Correspondence and Cluster Analysis - allowed the collection of cluster profiles describing SLD knowledge among the sample. Finally, a Chi-Square analysis investigated the significant differences in SLD perception among parents and teachers, taking into account their experience of SLD. The results offer a breakthrough in the study of SLD perception among school participants and stimulate reflection at both a theoretical and intervention level
Specific learning disorders in young adults: Investigating pragmatic abilities and their relationship with theory of mind, executive functions and quality of life
No full textBackground: Specific Learning Disorders (SLD) are lifelong conditions often associated with language difficulties, executive dysfunctions, and psychological problems. Previous research has shown that communicative-pragmatic ability may be impaired in SLD. However, the role of other cognitive abilities in explaining pragmatic difficulties has still not been fully investigated. The relationship between pragmatics and quality of life is not yet clear, as well. Aims: Firstly, the study assessed pragmatic comprehension abilities in adults with SLD. Secondly, we examined the relationship between pragmatics, theory of mind, executive functions and quality of life. Method and procedures: We enrolled 26 adults with SLD and 30 adults without SLD. Standardized tests assessing pragmatic comprehension, theory of mind and executive functions were used. The quality of life was investigated with a self-reported questionnaire. Outcomes and results: Pragmatic comprehension abilities were compromised in young adults with SLD. In this clinical population we also found a link between pragmatic comprehension and visual theory of mind. Finally, independently from the presence of SLD, pragmatics abilities were in relationship with quality of life. Conclusions and implications: Overall, these data highlight the importance of including pragmatic abilities both in the clinical evaluation, as well as in psychological intervention for adults with SLD
Impact of quality of life and autistic traits on Internet Addiction: a study on Italian university students.
No full textIdentificare i ritardi nello sviluppo del linguaggio a 2-3 anni: il ruolo determinante del pediatra
No full textI genitori si rivolgono al pediatra quando i loro figli all’età di 2-3 anni non sono in grado di parlare, mentre la maggior parte dei bambini di questa età vi riesce con facilità. La preoccupazione dei genitori è spesso giustificata e per questo andrebbe accolta dal pediatra che di fronte a un lento sviluppo del linguaggio potrebbe svolgere un colloquio mirato con i genitori per indagare le possibili cause e condurre un’osservazione dello sviluppo del linguaggio infantile, adottando agili strumenti di rilevazione. Inoltre, il pediatra potrebbe suggerire alla famiglia alcune strategie di base per migliorare le capacità linguistiche infantili e, in caso di esito positivo allo screening condotto, accompagnare le famiglie a prendere contatto con gli specialisti che svolgeranno un approfondimento clinico per esaminare il profilo di sviluppo del bambino. Data la continuità esistente tra condizioni di ritardo di linguaggio, disturbo di linguaggio e di apprendimento, è necessario abbandonare l’approccio denominato wait and see, “aspetta e vedi”, e adottare precocemente strategie di intervento mirate ed efficaci che modifichino sensibilmente le traiettorie di sviluppo linguisticoParents seek the guidance of pediatricians when their children, aged 2-3 years, exhibit delays in expressive language acquisition, a milestone typically achieved by the majority of children within this age range. The parents’ concerns are often well-founded and warrant attention from pediatricians. With the aim to identify language delays, pediatricians should engage in targeted dialogue with parents to explore potential individual and environmental risk factors, and also use efficient screening tools for language development. Furthermore, they may recommend behavioral strategies aimed at enhancing the child’s linguistic competencies. In cases where this initial observation indicates developmental concerns, pediatricians should accompany the family in contacting specialists for in-depth clinical evaluations of the child’s developmental trajectory. Given the continuity between conditions of language delay, language disorder, and learning disability, it is necessary to move away from the “wait and see” approach and adopt early on targeted and effective intervention strategies that significantly alter language development trajectorie
THE WORD CHAIN TEST: A SHORT COLLECTIVE SCREENING FOR IDENTIFICATION OF CHILDREN AT RISK FOR READING DISABILITIES
No full textCurrently, no short collective screening measure effectively assesses silent word decoding skills in Italian primary and secondary school children. Jacobson (1995) described a test of silent words recognition, called Word Chain Test (WCT), which appeared a valid method for detecting children with reading difficulties. The aim of the present study was to validate an Italian version of the WCT. In Study 1, we presented normative data in a sample of 1,154 children from Grade 1 to Grade 8, and measured both concurrent validity and internal consistency. We calculated a word recognition index (WRI) which, controlling for visuospatial and speed factors, seemed to provide a good assessment of the word recognition ability. In Study 2, we evaluated whether the WCT could discriminate a clinically identified population of children with dyslexia from typical children. Advantages and recommendations on the use of the WCT by teachers were discusse
Psychopathological symptoms in Italian children and adolescents with Specific Learning Disorder: What do mothers and fathers report about?
Full text linkInternational literature provides evidence that Specific Learning Disorders (SLD) may be associated with multiple dimensions of psychopathology. In contrast, only a small number of studies have focused on emotional and behavioral problems in Italian children and adolescents with SLD. The Child Behavioral Checklist (CBCL) is a measure of psychopathological symptoms widely-used in the clinical contexts in Italy. We therefore conducted a preliminary study examining mothers’ and fathers’ reports on all of the eight CBCL syndrome subscales. First aim was to examine the mothers’ ratings on CBCL in a group of 22 Italian children and adolescents with SLD (mean age = 12.31, SD = 2.88) and 29 peers without SLD (mean age = 10.96, SD = 2.74). Second, concordances and differences between mothers and fathers of these children on CBCL were investigated. The children and adolescents with SLD obtained significantly higher Internalizing and Externalizing Total Scores, compared to peers without SLD. We discussed the relevance of early identifying Italian children with SLD to early contrast the risk of emotional and behavioral problems in these children. These findings underscore the need for further examination of the mother-father agreement on measures of psychopathological problems
The role of perceived school environment in affecting scholars: a comparison among Specific Learning Disorder and Non Specific Learning Disorder Students
No full textstudies focusing the role of anxiety and depressive symptoms in young adults with learning disorders showed mixed results and few studies examined the effects of environmental factors on learning disorders. according to a sociocultural perspective the present work aims to shed light on the role of perceived learning environment, relationships with peers and family support as factors moderating the insurgence of anxiety and depressive symptoms in university student with dyslexia..
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