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DEPRESSIVE DISORDER IN PRE-ADOLESCENCE: COMORBIDITY OR DIFFERENT CLINICAL SUBTYPES? (A PHARMACOLOGICAL CONTRIBUTION)
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Studio dell'alessitimia e dei sintomi psicologici su 30 adolescenti con disturbo specifico di apprendimento
No full textThe relationship between sld and paychopathological symptoms, althoug widely documented, is unclear. The object of the present study Was to assess the existence of relationship between alexithymia and emotional-behavioral problems in a group of 30 adolescents sito specific learning disabilities. In this study it Washington found that adolescents with sld have more difficulties to describe and talk about their feelings and less difficulties to identify and distinguish their emotional state compared to peers without sld. There isn't any statistically significant correlation between the mean scores of TAS-20 and the other variables considered, lime the intelligence quotient the severity of learning disorder and the socio-economics status
Construction and preliminary validation of a picture task for the evaluation of emotional competence in children from 4 to 8 years based on the alexithymia theory
No full textAlexithymia is defined as a difficulty in recognizing and describing one’s emotions, characterized
by constricted imaginal processes and externally oriented thinking. During the last ten years several
studies have investigated the relationship between alexithymia and health in childhood and adolescence, confirming that alexithymia could be defined as a risk factor for pathology also during
development. Research in the field is currently constrained by the scarcity of instruments for the
assessment of alexithymia in children. The objective of the present study is to create and validate a
task for the evaluation of emotional competence in children from 4 to 8, based on the construct of
alexithymia. Specifically, the task aims to evaluate childrens’ abilities in identifying and describing
emotions, and in imagining a fantasy story on an emotional topic. In a first part of the task children
are asked to choose among 4 pictures, representing 4 basic emotions (happiness, fear, sadness,
angry), the emotional expression of a character represented in a situation. Children are also asked to
describe what is happening in the images and to tell a story on the emotion investigated. A second
part of the task evaluates in a similar way 4 complex emotions (loneliness, envy, shame, guilt). The
interviewer assigns a score for two dimensions: Ability in Identifying and Describing Feelings and
Imaginal Processes. The task was administered to 100 children recruited in kindergarten and
elementary schools of Rome, during school time, with the presence of a teacher. Preliminary results
showed no relationships between the two dimension scores and the children’s age and gender. A
significant correlation was found between the Ability in Identifying and Describing Feelings score
and the Imaginal Processes score (r=.62; p=.02). Results appear to confirm a possible application
and evaluation of the alexithymia construct in children from 4 to 8 years
Behavioral gender differences across Pre-School Children with Autism Spectrum Disorders: a cross-sectional study
Full text link: There is increasing literature showing that the presentation of Autism Spectrum Disorder (ASD) could be different according to the sex of the patient. Through the analysis of the Autism Diagnostic Interview Revised interview results of a study group consisting of 56 preschool children diagnosed with ASD potential differences in the presentation of ASD were searched. Variables investigated were verbal abilities, the presence/absence of unusual sensory interests, as well as of echolalia. The results showed significant differences between gender in restricted and repetitive behavior (p < 0.01), in particular for those children who have no unusual sensory interest (p < 0.05) and with minimal verbal ability (p < 0.05). The findings contribute providing evidences on phenotypical differences in preschool children with a diagnosis of Autism Spectrum Disorder
Atypical Sensory Processing in Neurodevelopmental Disorders: Clinical Phenotypes in Preschool-Aged Children
No full textBackground: Sensory processing issues are frequent in neurodevelopmental disorders (NDDs), with very variable prevalence rates ranging from 20% to 95%. This study aimed to investigate sensory processing in preschool-aged children with NDDs, to clarify the epidemiology, and to identify associated or correlated clinical and psychometric variables. Methods: A total of 141 NDD children (age range 2–5 years old) were included and enrolled in two subgroups: 72 with ASD and 69 with other NDDs. A standardized neuropsychological evaluation was assessed (Griffiths III/WPPSI-III/Leiter-R, ADOS-2) and the parents completed the CBCL ½–5, the SPM-P, and the ADI-R. Results: Atypical sensory processing was reported in 39.7% of the total sample, more frequently in ASD (44.4%) than in other NDDs (34.8%). No statistically significant differences were found regarding gender and developmental level. A positive correlation was found between sensory processing abnormalities and behavioral problems (p < 0.01). Conclusions: Compared to other NDDs, ASDs more frequently have atypical sensory processing and appear to present a specific vulnerability in the processing of proprioceptive and vestibular inputs. Our results suggest that sensory processing difficulties should be considered regardless of developmental level and in children with behavioral problems
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