Indirect intervention for preventing specific learning disorders
Margherita Ferri, Diletta Volpi, Alessandra Renzi, Diletta Iacucci
Learning is a continuous process that follows the individual from birth and involves different cognitive, emotional and daily life areas. This paper describes a project aimed at developing the prerequisites for school learning, with regard to reading, writing and calculation, in which Executive Functions are also included. The workshop, carried out entirely as telepractice, involved four preschool girls with a diagnosis of Primary Language Disorder. After an initial speech therapy evaluation, parents were given a series of activities to carry out on a weekly basis; at the end of the project, the evaluation was performed again in order to test the effectiveness of the intervention. In addition, the results were compared with those of a control group of the same age without a diagnosis. In order to collect impressions and useful feedback from the parents, who acted as points of reference during the project, questionnaires of satisfaction were submitted at the beginning, during and at the end of the workshop. The results of the project have demonstrated the effectiveness and feasibility of indirect intervention, both in terms of improving the skills of the participants and in building a fruitful therapeutic parent-child-speech therapist relationship.
Keywords
Learning, Prerequisites, Executive Functions, Telerehabilitation.
