1,720,982 research outputs found
Developmental changes in cognitive and behavioural functioning of adolescents with fragile-X syndrome
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University inclusion at the time of COVID-19: a pilot study
No full textIn line with the pedagogical movement called Student Voice (Cook-Sather, 2014), a research group in the Pedagogy and Special Didactics field, from the University of Macerata, has carried out a pilot study with University students with disabilities and with Specific Learning Disorders (Giaconi, Capellini, 2015; Del Bianco, 2019). Specifically, the study will deepen how the Voices of all students can be recorded even during an emergency period and how students' feedback can be the first step to start new cooperation in the implementation of educational paths
Emotional rational education training associated with mindfulness for managing anxiety within adolescents affected by high-functioning autism: A descriptive study
Full text linkBackground: Autism spectrum disorder (ASD) is a chronic and persistent pervasive developmental disorder (PDD) whose characteristic deficit is represented by social difficulties, semantic–pragmatic alterations and a limited, unusual and repetitive pattern of interests and be-haviors. Specifically, individuals with high-functioning autism (HFA) frequently exhibit associated internalizing symptoms that are not part of the diagnostic criteria but which, nonetheless, tend to impair daily functioning. In this study, we investigated how some forms of treatment could be useful in subjects with HFA who display internalizing symptoms. Theoretical background relates to standard cognitive therapy (SCT) and rational education training with mindfulness (M-ERE). Methods: In this study, we investigated how some forms of treatment could be useful in subjects with HFA and internalizing symptoms, focusing on standard cognitive therapy (SCT) and mindfulness associated with emotional rational education training (M-ERE). We selected two groups of HFA patients with significant internalizing symptoms and performed two different forms of treatment for six months: SCT and M-ERE. The aim of the study was to verify the effectiveness of an M-ERE protocol with respect to anxious and depressive symptoms in subjects with HFA. Furthermore, we wanted to compare the results obtained with this combined treatment with those obtained in HFA subjects treated with SCT. Results: Our analyses showed an improvement in the internalizing symptoms (especially those related to the anxiety dimension) of the group that followed a treatment based on mindfulness and rational emotional education for 6 months compared to the group that had instead performed a 6-month treatment based on the SCT. Conclusions: Our hypotheses were supported by the results, which highlighted the efficacy of mindfulness-based interventions in the treatment of internalizing symptoms in adolescents with HFA, and specifically showed that an M-ERE intervention appears more effective in managing anxiety compared to treatment with SCT and appears to be equally effective in the management of depressive symptoms. Not only was the M-ERE treatment effective for the management of anxious and depressive symptoms in subjects with HFA, but the efficacy for the management of anxious symptoms was greater than the SCT treatment
Co-design of immersive virtual learning environments. A pilot study involving people with intellectual disability and SLDs
Full text linkThis paper describes a pilot study conducted at the University of Macerata, within the project Inclusion 3.0. It aims to explore the possibility of using high-fidelity prototyping in a virtual laboratory to support the co-creation of an immersive virtual learning environment with people with disability and Specific Learning Disorders (SLDs), from the earliest design stages. The paper presents the results of the co-design process and discusses its implications in defining design requirements to ensure the accessibility of immersive solutions for cultural heritage
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The effectiveness of the metacognitive model with children in disadvantaged conditions.
No full textBackground: Educational Poverty (EP) is associated with socio-cultural and economic disadvantage
mainly during the first years of life. Unfortunately, current education systems focus on knowledge
transmission, neglecting the know-how and the motivation for learning; we hypothesize that increasing
awareness on one’s cognitive processes and actions allows optimizing both learning and the perception
of academic success.
Methods: 88 subjects between the ages of 9 and 10 were recruited from eight schools in the province of
Caserta and Naples and were randomly assigned to two groups, each of which received one of two
different treatments: Structural Organizational (SO) model centered on resilience vs. Motivational
Metacognitive Model (MM).
Results: Both interventions were effective in improving academic skills, but the MM intervention
allowed a more significant improvements in the correctness parameter, both for reading and
calculation skills, as well as for writing skills and in the perception of academic success.
Conclusion: Our study shows that a didactic intervention of a metacognitive type is effective within
subjects living in a disadvantaged condition and contributes to increasing knowledge about
educational poverty. Moreover, it could offer an example of intervention on school systems aimed at
improving both teaching quality and educational plans
Maternal reflexive functions and parent training in children with oppositional defiant disorder
Full text linkOppositional Defiant Disorder (ODD) is one of the most common neuropsychiatric disorders in preschool children. Parental self-regulation is critical for maintaining positive parenting practices. However, to the best of our knowledge, existing parental trainings for ODD do not focus on the enhancement of parental reflective functions. In the present study, we compare two models of behavioral Parent Training (PT) for duration of six months: one, already consolidated, is based on the principles of Applied Behavioral Analysis (ABA), the other, innovative, integrates with the model of the regulatory and reflective parental function of Fonagy. Outcomes revealed that the innovative training was more effective as compared to the ABA training shopping that an improvement into the ability of parents to imagine the subjective experience of their developing children increases the development of children's self-regulation
Qualitative and quantitative revaluation of specific learning disabilities: a multicentric study
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