Scientific Committee: Stefania Capizzuto, Paola Orlando, Paola Steffani.
Founded by
Adriana De Filippis
Periodicity: january, may, october

Vol. 14, n. 3, 2018

Table of Contents

Ricerca internazionale

Kelly B. Cartwright

Insights from cognitive neuroscience: The importance of executive function for early reading development and education

DOI: 10.14605/LOG1431801 | ISSN: 1825-6724

Executive function begins to develop in infancy and involves an array of processes, such as attention, inhibition, working memory, and cognitive flexibility, which provide the means by which individuals control their own behavior, work toward goals, and manage complex cognitive processes. Thus, executive function plays a critical role in the development of academic skills such as reading. This article describes the development of executive function in young children, describes the brain structures and changes associated with that development, and then reviews recent research on the critical role of executive function in early reading development and education. Because executive function and its associated brain developments parallel reading acquisition, work in executive function has profound implications for fostering the successful development of reading skills, including prereading skills, word reading, and reading comprehension. Instruction that helps children learn to manage the multiple features of spoken and printed language will help ensure that children develop the reading-specific executive functions that will enable them to manage the complexities of reading processes throughout their lives.

Studi

Lorella Venturini Luigina Bernabei Vera Stoppioni

Speech therapy in non-verbal autistic subjects

DOI: 10.14605/LOG1431802 | ISSN: 1825-6724

The aim of the study was to determine whether early speech therapy intervention improves the evolution of non-verbal autistic children and if it is important to support ABA-VB with speech therapy for prognosis.

The increase in births and in the survival rate of premature infants has required an evolution in Neonatal Intensive Care Units (NICU) in terms of organisation and treatment patterns. The figure of the Speech and Language Therapist (SLT) has been inserted into the multidisciplinary team. The clinical interest for the 0-3 year-old population has expanded the role of the Speech and Language Therapist as a professional who provides support and assistance within the Neonatal Intensive Care Unit team. The «recent» focus on recognising the role of SLTs providing services in NICUs has led to the development of a position and a technical report by the American Speech-Language Hearing Association (ASHA). This informative article intends to disclose, in a concise way, the contents of these documents in order to convey an overview of the state of the art of a specific professional field that is still little known and practiced in Italy to the scientific community. The principles set out in the documents on the knowledge and skills that SLTs must possess in order to collaborate in Neonatal Intensive Care Teams will be reported.

Esperienze professionali

Claudia Tuoni

Preventing writing difficulties: A suggestion for support training in the first year of primary school

DOI: 10.14605/LOG1431804 | ISSN: 1825-6724

The following paper proposes a model of intervention for the prevention of writing disorders. In accordance with the guidelines for early detection of Specific Learning Disorders, a prevention project was created, consisting of an initial monitoring phase on all the pupils in the first year of the Third Educational District of Sesto Fiorentino (FI), for a total of 120 children. Particularly serious cases were reported to families and to the school and subsequently a support training programme in the school and educational context was implemented in the «Padre Ernesto Balducci» Primary School in Sesto Fiorentino. This involved 10 children who showed particular difficulties in accessing learning. The workshop participants were re-evaluated with the same tests proposed in the monitoring session and showed a positive evolution of reading and writing skills. They were therefore able to achieve scholastic performances which were sufficient and in line with the class group.

Adriana De Filippis was one of the leading figures in speech and language therapy in Italy. Head of the Speech and Language Therapy Service of Milan’s Audiology Institute from 1970 to the early Nineties, she then took the helm of the CTLA Speech and Language Therapy Centre in Milan until 2013. For over 35 years she taught Speech and Language Therapy at the University of Milan and trained a considerable number of speech and language therapists who now work all over Italy. She was creator of Cognitive Oralism and the dissemination of her method gave thousands of individuals with hearing impairments the possibility to addend a normal school. Rehabilitator of a broad spectrum of language pathologies, she published numerous books which became university textbooks and practical manuals. Promoter of associations and of the Italian Federation of Speech and Language Therapists, member of CPLOL, author of articles, teacher of training courses and director of university master’s courses, for over 45 years she always managed to faithfully marry her scientific and clinical work. The authors Maria Giovanna Leotta and Enrica Veronesi, who spent long periods of their career (from 1993 to 2007 and from 1983 to 2013 respectively) working with her on several of her many initiatives, can attest to her invaluable contribution and her absolute dedication to the profession.