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Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

We explored with Diffusion Tensor Imaging (DTI) technique whether the ability to select words among competitive alternatives during word production is related to the integrity of the left uncinate fasciculus (UF) in Parkinson's disease (PD). Nineteen PD patients (10 right-sided and 9 left-sided) and 17 matched healthy controls (HC) took part in the study. Participants were asked to derive nouns from verbs (reading from to read) or to generate verbs from nouns (to build from building). Noun and verb production, in this task, differ in the number of lexical entries among which the response is selected, as the noun must be selected from a larger number of alternatives compared to the verb, and thus is more demanding of processing resources. DTI evaluation was obtained for each subject. Fractional anisotropy (FA) and mean diffusivity (MD) maps were derived from DTI and median FA and MD values were computed within the left and right UF. Then, FA and MD of the left and right UF were correlated with noun and verb production. Both the left and right UF-FA correlated with the global (noun + verb) production and noun production in the whole PD group. In right-sided PD, correlations were found with the contralateral UF-FA; in left-sided PD the correlations emerged with both the left and right UF-FA. The most difficult task, noun production, significantly correlated with the right UF-FA in left-sided PD. The left UF is involved in word selection processes, and the right UF intervenes when the selection is particularly demanding of attentional resources.

The word superiority effect (WSE) denotes better recognition of a letter embedded in a word rather than in a pseudoword. Along with WSE, also a pseudoword superiority effect (PSE) has been described: It is easier to recognise a letter in a legal pseudoword than in an unpronounceable nonword. At the current state of the art, both WSE and PSE have been mainly tested with English speakers. This study uses the Reicher–Wheeler paradigm with native speakers of Italian (a shallow orthography language). Different from English and French, we found WSE for reaction times (RTs) only, whereas PSE was significant for both accuracy and RTs. This finding indicates that in the Reicher–Wheeler task, readers of a shallow orthography language can effectively rely on both the lexical and the sublexical routes. As to the effect of letter position, a clear advantage for the first-letter position emerged, a finding suggesting a fine-grained processing of the letter strings with coding of letter position and indicating the role of visual acuity and crowding factors.

Una versione breve del Child Abuse Potential (CAP) Inventory e stata sviluppata usando un gruppo di 102 genitori non maltrattanti e un gruppo aggiuntivo di 37 genitori maltrattanti. Gli item sono stati selezionati massimizzando: (a) la discriminativita rispetto alla condizione di maltrattamento rilevato da parte dei Servizi Sociali; (b) la predittivita rispetto al punteggio totale della forma originale; (c) la stabilita fattoriale; (d) la validita clinica degli item selezionati. I punteggi ottenuti con una scala di 17 item mostrano una coerenza interna di .70, una struttura fattoriale stabile a 6 fattori e una significativa correlazione con il punteggio originale della Abuse Scale (r = .86). Inoltre, il punteggio della scala breve mantiene un adeguato pattern di correlazioni con altri strumenti riferiti alla funzione genitoriale. Pertanto, la versione breve del CAP Inventory puo essere considerata un utile e rapido strumento di screening per la valutazione del rischio di maltrattamento infantile.

Although Specific Learning Disabilities (SLD) are described as specific difficulties in one or more academic areas, often socio-emotional problems are also reported to be related to well-being and school engagement. Moreover, recent evidence shows that emotional problems and reduced social support predict problematic use of new technologies, such as a smartphone, that can, in turn, increase these problems. In this study, we aimed to investigate socio-emotional functioning and its relation to well-being, school engagement, and problematic smartphone use. Social and emotional skills of 19 adolescents with a diagnosis of SLD and 19 control adolescents were assessed through a narrative test; adolescents were requested to narrate complete stories elicited by pictures representing social situations. Information on well-being and problematic smartphone use were collected through questionnaires. The comparison between groups showed differences in cognitive-social skills, although no significant differences in emotional functioning were found. Additionally, the perception of the social environment as supportive and trustworthy was related to general well-being for both groups, whereas the perception of limits and rules set by the adult world appeared to be related to a decreased investment in learning processes only for the SLD students. Finally, correlation analysis showed that smartphone use was associated with reduced perception of social support and to a decreased ability to understand and solve social situations. These results assert the critical role played by social information processing and social support in terms of well-being in adolescence, and contribute to enhancing knowledge of the mechanisms underlying problematic smartphone use in a clinical sample.

The aim of this work is to contribute to the identification of the factors which can promote students’ engagement at school and support flourishing in young people. According to the Positive Education (Seligman, 2011), there is a strong relationship between school environment and student’s well-being. Fatou and Kubiszewski (2018) found that the quality of the school climate perceived by the students influences engagement in school activities. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model proposed by Soutter et al., (2014). Path analysis showed that the best model includes neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. In other words, school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. These results support the perspective of Positive Education, as intervention on school environment is expected to exert positive effects not only on students’ well-being, but also on their engagement in school activities and learning, irrespective to students’ assets. Therefore, improving school climate means to support well-being experience and to reduce dropout risk also in students with learning difficulties and with personality traits, which might lead to dysfunctional behaviors. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community well-being.

CPS (Child Protection Services) workers are required to assess the level of safety of referred minors and to identify the best intervention to protect them. CPS workers’ decision making, in particular the child removal decision, has been the focus of a growing number of studies in order to identify which factors influence workers’ evaluation. The present study aimed to investigate both familial and mother/father-related risk and protective factors that influenced CPS workers’ decision about the child placement through the “judgment analysis” approach. We analyzed 340 social records of families referred to CPS due to child maltreatment were retrospectively analyzed on the basis of the Protocol of risk and Protective factors ( Di Blasio, 2005 ). The mean age of the mothers was 36.85 (SD = 7.61; range = 17–58), while the mean age of the fathers was 41.86 (SD = 8.85; range = 21–72). The mean age of the children was 8.37 (SD = 4.87; range = 0–17), the 48.8% of them were males. To identify the most relevant factors for the discrimination of high- and low-risk cases (operationalized as child out-of-home placement vs monitoring and parental abilities support), 3 decision tree analyses (C&RT) models were tested. Results of our research seem to indicate that workers attribute great importance to autonomy and independence of parents: when this factor is absent, the likelihood of child removal from the family is higher. Results also indicate that workers attribute different weight to specific information cues, when they characterize either the maternal or the paternal role. We speculate that in the future, decision tree models can help CPS professionals in processing the information collected during psycho-social investigations of at-risk families.

Verbs are more difficult to produce than nouns. Thus, if executive resources are reduced as in Parkinson's disease (PD), verbs are penalized compared to nouns. However, in an experimental condition in which it is the noun that must be selected from a larger number of alternatives compared to the verb, it is the noun production that becomes slower and more prone to errors. Indeed, patients are slower and less accurate than normal subjects when required to produce nouns from verbs (VN) in a morphology derivation tasks (e.g., "osservazione" from "osservare") ["observation" from "observe"] than verbs from nouns in a morphology generation task, in which only a verb can be generated from the noun (NV) (e.g., "fallire" from "fallimento") ["to fail" from "failure"]. In the Italian language morphology, in fact, generation and derivation tasks differ in the number of lexical entries among which the response must be selected. The left Inferior Frontal Gyrus (IFG) has been demonstrated to be involved in selection processes. In the present study, we explored if the ability to select words is related to the cortical thickness of the left IFG. Twelve right-sided PD with nigrostriatal hypofunctionality in the left hemisphere (RPD-LH), 9 left-sided PD with nigrostriatal hypofunctionality in the right hemisphere (LPD-RH) and 19 healthy controls (HC) took part in the study. NV and VN production tasks were administered; accuracy and reaction times (RTs) were collected. All 40 subjects received a structural MRI examination. Cortical thickness of the IFG and volumetric measurements for subcortical regions, thought to support selection processes, were computed using FreeSurfer. In VN derivation tasks RPD-LH patients were less accurate than LPD-RH patients (accuracy: 66% vs. 77%). No difference emerged among the three groups in RTs. Task accuracy/RTs and IFG thickness showed a significant correlation only in RPD-LH. Not only nouns (as expected) but also verbs were correlated with cortical thickness. This suggests that the linguistic nature of the stimuli along with executive resources are both relevant during word selection processes. Our data confirm that executive resources and language interact in the left IFG in word production tasks.

Patients with Parkinson's disease (PD) are impaired in verb production. Interpretations range from grammatical deficits to semantic-conceptual decay of action representation. The verb production deficit in PD can also be considered a dysexecutive disorder, specifically, a deficit of selection processing during word production, due to corticostriatal damage. Producing verbs is "more difficult" than producing nouns, because verb-forms must be selected from a large set of word-forms which share the verb-root, and the set of possible verb-forms is larger than the set of possible noun-forms when a noun has to be produced. However, if we devise a condition in which a noun must be selected from a set of alternatives larger than the set of alternative forms from which a verb must be selected, we expect an opposite pattern, with nouns becoming more difficult than verbs. We used morphological tasks varying in the number of alternative responses during word production. Fourteen PD patients and 14 healthy Controls participated in the study. Participants performed a noun-from-verb ('observation' from 'to observe') and a noun-from adjective derivation task ('kindness' from 'kind'), and a verb-from-noun ('to observe' from 'observation') and an adjective-from-noun generation task ('kind' from 'kindness'). Input-stimuli were presented singularly on a screen and participants produced the response as fast as possible. Response latencies were longer in derivation tasks (several alternative responses) than in generation tasks (one possible response), irrespective of the grammatical class of the target word, with no difference between groups. PD patients were significantly less accurate than Controls only in the noun-from-verb derivation task, that is, in the task with the highest number of alternative responses (PD: 60%; Controls: 81%). Results suggest that the verb production disorder in PD patients may reflect disturbed selection processes among competitors: the higher the number of alternative responses the more severe the impairment.

The aim of this study is to assess the role of readers’ proficiency and of the base-word distributional properties on eye-movement behavior. Sixty-two typically developing children, attending 3rd, 4th, and 5th grade, were asked to read derived words in a sentence context. Target words were nouns derived from noun bases (e.g., umorista, ‘humorist’), which in Italian are shared by few derived words, and nouns derived from verb bases (e.g., punizione, ‘punishment’), which are shared by about 50 different inflected forms and several derived words. Data shows that base and word frequency affected first-fixation duration for nouns derived from noun bases, but in an opposite way: base frequency had a facilitative effect on first fixation, whereas word frequency exerted an inhibitory effect. These results were interpreted as a competition between early accessed base words (e.g., camino, chimney) and target words (e.g., caminetto, fireplace). For nouns derived from verb bases, an inhibitory base frequency effect but no word frequency effect was observed. These results suggest that syntactic context, calling for a noun in the target position, lead to an inhibitory effect when a verb base was detected, and made it difficult for readers to access the corresponding base+suffix combination (whole word) in the very early processing phases. Gaze duration was mainly affected by word frequency and length: for nouns derived from noun bases, this interaction was modulated by proficiency, as length effect was stronger for less proficient readers, while they were processing low-frequency words. For nouns derived from verb bases, though, all children, irrespective of their reading ability, showed sensitivity to the interaction within frequency of base+suffix combination (word frequency) and target length. Results of this study are consistent with those of other Italian studies that contrasted noun and verb processing, and confirm that distributional properties of morphemic constituents have a significant impact on the strategies used for processing morphologically complex words.

Children with dyslexia are extremely slow at reading long words but they are faster with stimuli composed of roots and derivational suffixes (e.g., CASSIERE, 'cashier') than stimuli not decomposable in morphemes (e.g., CAMMELLO, 'camel'). The present study assessed whether root length modulates children's morphological processing. For typically developing readers, root activation was expected to be higher for longer than shorter roots because longer roots are more informative access units than shorter ones. By contrast, readers with dyslexia were not expected to be facilitated by longer roots because these roots might exceed dyslexics' processing capacities. Two groups of Italian 6th graders, with and without dyslexia, read aloud low-frequency derived words, with familiar roots and suffixes. Word reaction times (RTs) and mispronunciations were recorded. Linear mixed-effects regression analyses on RTs showed the inhibitory effect of word length and the facilitating effect of root frequency for both children with and without dyslexia. Root length predicted RTs of typically developing readers only, with faster RTs for longer roots, over and above the inhibitory effect of word length. Furthermore, typically developing children had faster RTs on words with more frequent suffixes while children with dyslexia were faster when roots had a small family size. Generalized linear regression analyses on accuracy showed facilitating effects of word frequency and suffix frequency, for both groups. The large word length effect on latencies confirmed laborious whole-word processing in children when reading low-frequency derived words. The absence of a word frequency effect along with the facilitating effect of root frequency indicated morphemic processing in all readers. The reversed root length effect in typically developing readers pointed to a stronger activation for longer roots in keeping with the idea that these represent particularly informative units for word decoding. For readers with dyslexia the facilitating effect of root frequency (not modulated by root length) confirmed a pervasive benefit of root activation while the lack of root length modulation indicated that the longest roots were for them too large units to be processed within a single fixation.

The Music Therapy Checklist is useful for music therapists to monitor and evaluate the music therapeutic process. A list of different types of behaviors were selected based on results derived from applying the Music Therapy Coding Scheme. The use of a checklist to code the events with a recording method based on 1-min. intervals allows observation without data-processing systems and drastically reduces coding time. At the same time, the checklist tags the main factors in musical interaction.

This study presents a coding system for observation and monitoring of changes in the interactive behaviour between patient and therapist during music therapy sessions. The coding scheme was developed from a psychodynamic framework and mainly consists of four behavioural classes: Verbal Communication, Nonverbal Communication, Countenance, and Sonorous Musical Communication. The 15 minutes in the middle of each videotape concerning the first active music therapy session—based on the sonorous musical improvisation—were coded. Subjects were children (4 boys; 3 girls) ages 3 to 10 years ( M age = 6.3), diagnosed with Pervasive Developmental Disorder, and seven therapists. The method for data collection was continuous recording, applied through The Observer Video-Pro 5.0. For the reliability indexes there was a substantial agreement between assessments by video raters.