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Le parole per dirlo: sviluppo del linguaggio e funzioni esecutive in bambini fra i 24 e i 30 mesi
No full textA growing body of research shows a close association between language development and Executive Function (EF). However, these studies are mostly focused on school-aged children. Much less is known about this issue in preschoolers and/or toddlers. The aim of this study was to address this gap by exploring the relationships between emerging EF skills (working memory, inhi- bition, cognitive exibility) and age-appropriate linguistic measures (lexical ability, function word omissions, Mean Length of Utterance - MLU) during toddlerhood. Two groups (24-30 months of age), each one consisting of 20 typically developing children, participated in the study. The results showed that the relations between cognitive and linguistic measures changed from 24 to 30 months of age: at 24 months, only morpho-syntactic measures signi cantly correlated with cognitive exibility, whereas at 30 months both lexical ability and LME signi cantly correlated with the three FE mea- sures. Moreover, function word omissions correlated with cognitive exibility and inhibition. When checking on age and lexical ability, only cognitive exibility was associated with morpho-syntactic complexity. These results are discussed in the light of emergentist-dynamic developmental models
LO SVILUPPO DELLA GRAMMATICA
No full textVengono illustrati e discussi le teorie e i modelli dello sviluppo grammaticale e descritte le fasi di tale sviluppo attraverso l'analisi di un ampio corpus di ricerche nazionali ed internazionali alla luce di u modello emergentist
Adattamento italiano del BRIEF-P Behavior Rating Inventory Of Executive Function. Preschool version.
No full textValutazione precoce: costruito per rilevare il comportamento di bambini di età compresa tra i 2 e i 5 anni, il BRIEF-P offre la possibilità di un assessment strutturato del funzionamento esecutivo in una fascia di età molto precoce, massimizzando l’opportunità di rilevare carenze e difficoltà e di intervenire tempestivamente.
Focalizzazione sui comportamenti nei contesti di vita: la struttura a questionario consente di sistematizzare la frequenza di comportamenti agiti dal bambino nella vita di tutti i giorni; la compilazione indipendente da parte di insegnanti o genitori, permette di registrare informazioni sulle manifestazioni delle funzioni esecutive in contesti diversi, particolarmente utili a livello clinico e diagnostico.
Vasta letteratura di riferimento e trial clinici: il BRIEF-P è utilizzato in tutto il mondo per la particolare combinazione tra agilità e affidabilità nei più diversi trial clinici, proprio perché può contare su una corposa letteratura a supporto della sua riconosciuta e condivisa validità, e quindi essere applicato sia per la diagnosi clinica che per la valutazione degli esiti in un ampio range di condizioni di sviluppo atipico.The BRIEF-P is the first standardized rating scale designed to specifically measure the range of executive function in preschool-aged children.
Features and benefits
Measures multiple aspects of executive functioning; scales include Inhibit, Shift, Emotional Control, Working Memory, and Plan/Organize.
Useful in assessing preschool-aged children with such medical, acquired neurological, and developmental conditions as prematurity, emerging learning disabilities and attention disorders, language disorders, traumatic brain injuries, lead exposure, and pervasive developmental disorders/autism.
Test structure
A single Rating Form allows parents, teachers, and day care providers to rate a child’s executive functions within the context of his or her everyday environments—home and preschool.
Three broad indexes (Inhibitory Self-Control, Flexibility, and Emergent Metacognition), one composite score, and two validity scales (Inconsistency and Negativity) are provided
Valutazione della competenza grammaticale. Primi dati di validità e affidabilità della Prova di ripetizione di frasi (PRF) forma breve
No full textBRIEF-P Behavior Rating Inventory of Executive Function–Preschool Version Gerard A. Gioia, Kimberly A. Espy, Peter K. Isquith
No full textIl BRIEF-P è la prima rating-scale standardizzata, specificamente costruita per misurare le funzioni esecutive nei bambini in età prescolare, nei comportamenti osservabili in contesti naturali, a casa e a scuola. Lo strumento permette al professionista una valutazione precoce su un’ampia fascia d’età, dai 2 anni e 0 mesi ai 5 anni e 11 mesi, particolarmente utile per l’assessment di bambini con condizioni di sviluppo neurologiche, psichiatriche e pediatriche, quali nascita prematura, disabilità emergenti dell’apprendimento, disturbi dell’attenzione, disturbi del linguaggio, trauma cerebrali, esposizione al piombo, disturbi pervasivi dello sviluppo, ecc.
Il BRIEF-P si articola in cinque scale cliniche, che misurano aspetti diversi delle funzioni esecutive:
• Inibizione
• Shift
• Regolazione delle Emozioni
• Memoria di Lavoro
• Pianificazione/Organizzazione.
Le cinque scale cliniche compongono tre indici più ampi: Autocontrollo Inibitorio (ISCI), Flessibilità (FI) e Metacognizione Emergente (MEI), e un Punteggio Composito Esecutivo Globale (GEC)
Lexicon and complex syntax in preschoolers and schoolers traditional narratives. The contribution of cognitive skills
No full textNarrative competence is an important step of development for language and cognitive abilities of children that provide a conceptual framework for organizing the knowledge. The general aim of this study was to investigate the relation between narrative competence, verbal and non-verbal intelligence in Italian preschoolers and schoolers children. Eighty children divided into two groups of age, 5-years-olds and 7-years-years-olds and we were asked them to tell a famous traditional story. The findings demonstrate that specific correlations between cognitive and linguistic performances change along growing age, suggesting a dynamic process between language and cognitive development
Differences in coping strategies of preadolescents with and without exposure to the L'Aquila (Central Italy) 2009 earthquake.
Full text linkOBJECTIVE: to assess the presence of a characteristic coping strategy profile in a wide sample of preadolescents following a traumatic exposure (i.e., L'Aquila earthquake).
DESIGN:
we have investigated the coping strategies through the Brief-Cope Coping Orientation towards Problems Experienced - new Italian version (COPE-NVI) devised to measure coping strategies on five levels: problem-oriented coping strategies, avoidance strategies, social-support strategies, positive attitude, transcendent orientation.
SETTING AND PARTICIPANTS:
129 preadolescents exposed (75 females and 54 males) and 107 non-exposed to the trauma (54 females and 53 males), age-ranged 11-14 years, coming from L'Aquila and from another Italian region far away from the epicentre of the earthquake. The trauma exposure was assessed through a checklist considering the presence of negative factors such as death of relatives and friends and displacement from home. Participants were tested collectively at school during school time in accordance with their teacher. An exclusion criterion was the presence of psychic disorders following or preceding the trauma.
MAIN OUTCOME MEASURES:
the need to develop a diagnostic protocol including coping measures aim to planning preventive actions for avoiding post-traumatic diseases.
RESULTS:
the trauma exposure without consequent psychiatric disorders causes a high heterogeneity within coping dimensions, such phenomenon does not happen in the non-exposed group. Coping strategies are not affected by age and gender, but only by the exposure to the trauma. Furthermore, death of relatives/friends and displacements from home predict the use of specific coping strategies (i.e., social-support strategies and transcendent orientation).
CONCLUSION:
coping is a dynamic process of adjustment to critical events that requires to direct cognitive and behavioural resources. The trauma exposure modifies coping strategies and dimensions. This study shows the importance to use coping tools for helping people in using positive and active resource of coping
Differences in coping strategies of preadolescents with and without exposure to the L'Aquila (Central Italy) 2009 earthquake [Differenze nella scelta delle strategie di coping in preadolescenti esposti e non esposti al sisma dell'Aquila del 6 aprile 2009]
No full textOBIETTIVI: indagare la presenza di un profilo caratteristico di strategie di coping in un ampio gruppo di preadolescenti in seguito all’esposizione a un evento traumatico (sisma del 6 aprile 2009 all’Aquila)
DISEGNO: sono state investigate le strategie di coping attraverso il Brief-Cope Coping Orientation to Problems Experienced – nuova versione italiana (COPE-NVI), che considera il coping composto da cinque dimensioni: coping orientato al problema, strategie di evitamento, sostegno sociale, attitudine positiva e orientamento trascendente.
SETTING E PARTECIPANTI: sono stati valutati 129 ragazzi esposti (75 femmine e 54 maschi) e 107 non esposti (54 femmine e 53 maschi) di età compresa tra gli 11 e i 14 anni provenienti dall’Aquila e da altra regione lontana dall’epicentro del terremoto preso in esame. L’esposizione al trauma è stata valutata attraverso una checklist che teneva conto anche della presenza di fattori quali perdita di amici e famigliari e perdita/cambio di domicilio. I partecipanti sono stati valutati collettivamente nei rispettivi ambienti scolastici. La presenza di disturbi psichici conseguenti o precedenti al trauma è stata un criterio di esclusione.
PRINCIPALI MISURE DI OUTCOME: necessità di sviluppare un protocollo diagnostico che includa le misure di coping per pianificare interventi preventivi ed evitare lo sviluppo successivo di disturbi psichici post-traumatici.
RISULTATI: la sola esposizione al trauma in assenza di disturbi psichici post-traumatici provoca un’alta eterogeneità delle dimensioni del coping , fenomeno che non avviene nel gruppo non esposto all’evento traumatico. Le risposte alle strategie di coping non sono influenzate dall’età e dal genere, ma solo dall’essere stati esposti o no a un evento traumatico. I fattori prognostici negativi (lutto e cambio di domicilio) predicono l’uso di alcune strategie di coping e non di altre.
CONCLUSIONE: il coping è un processo dinamico di adattamento a eventi critici che richiedono di allocare le risorse cognitive e comportamentali. L’esposizione a un evento traumatico ne modifica le dimensioni. Dal presente studio emerge la necessità di utilizzare misure di coping al fine di aiutare gli individui nell’uso attivo di risorse positive di fronteggiamento.OBJECTIVE: to assess the presence of a characteristic coping strategy profile in a wide sample of preadolescents following a traumatic exposure (i.e., L'Aquila earthquake).
DESIGN: we have investigated the coping strategies through the Brief-Cope Coping Orientation towards Problems Experienced - new Italian version (COPE-NVI) devised to measure coping strategies on five levels: problem-oriented coping strategies, avoidance strategies, social-support strategies, positive attitude, transcendent orientation.
SETTING AND PARTICIPANTS: 129 preadolescents exposed (75 females and 54 males) and 107 non-exposed to the trauma (54 females and 53 males), age-ranged 11-14 years, coming from L'Aquila and from another Italian region far away from the epicentre of the earthquake. The trauma exposure was assessed through a checklist considering the presence of negative factors such as death of relatives and friends and displacement from home. Participants were tested collectively at school during school time in accordance with their teacher. An exclusion criterion was the presence of psychic disorders following or preceding the trauma.
MAIN OUTCOME MEASURES: the need to develop a diagnostic protocol including coping measures aim to planning preventive actions for avoiding post-traumatic diseases.
RESULTS: the trauma exposure without consequent psychiatric disorders causes a high heterogeneity within coping dimensions, such phenomenon does not happen in the non-exposed group. Coping strategies are not affected by age and gender, but only by the exposure to the trauma. Furthermore, death of relatives/friends and displacements from home predict the use of specific coping strategies (i.e., social-support strategies and transcendent orientation).
CONCLUSION: coping is a dynamic process of adjustment to critical events that requires to direct cognitive and behavioural resources. The trauma exposure modifies coping strategies and dimensions. This study shows the importance to use coping tools for helping people in using positive and active resource of coping
Exploring Pragmatic and Linguistic Development Trends in Early Preschool Children
Full text linkPurpose: It is proposed that pragmatic skills play an important role during the language development, in particular in social interactions with conversational partners. The purpose of this study is to investigate the relationship between pragmatic and linguistic skills in a longitudinal perspective, assuming that social-conversational abilities at early stages are associated with the child’s linguistic development. Method: In a group of 7Italian children aged from 27 to 36 months, it was measured every three months (i.e., 28, 31 and 34 months) the assertiveness and responsiveness of children during the interactions with the adult via The Social Conversational Skills Rating Scale - Italian version and the vocabulary size, the M3LU and sentence complexity via MacArthur-Bates CDI. Individual profiles and communication development trajectories of the children are investigated. Further correlational analysis was performed to examine the relation between pragmatic aspects and linguistic abilities. Results: Analysis showed significant differences in the developmental trajectories of each subject. Comparisons of social-conversational variables with linguistic skills point out positive correlations across the three observation times. Conclusion: Despite the sample is too small to draw definitive conclusions, these results suggest the importance of pragmatic assessment in language evaluation; however further researches are necessary to confirm these results
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