The course's primary objective is to contribute to the training of professionals who are competent in working in the field of neurodevelopmental disorders. Students will be guided to use clinical reasoning to characterize the disorder, acquiring operational tools to make an accurate and valid differential diagnosis, taking into account the comorbidities often present in developmental age.
The course is aimed at acquiring knowledge and skills for the diagnosis and intervention of neurodevelopmental disorders. (1) specific assessment tools aimed at drafting the diagnosis and the functioning profile, and (2) techniques and intervention strategies will be presented.
The course is aimed at developing knowledge and skills for the diagnosis and intervention of neurodevelopmental disorders (ages 5-18). (1) Specific assessment tools for developing a diagnosis and functional profile, and (2) intervention techniques and strategies will be presented. At the end of the course, students are expected to: have acquired knowledge related to the clinical assessment of the various types of disabilities/disorders covered in the lessons have acquired knowledge related to the clinical treatment of the various types of disorders covered in the lessons be able to apply the knowledge learned to design targeted interventions in the clinical setting use appropriate language use appropriate language in anamnesis and feedback interviews with parents
To best address the course contents, the following are considered acquired: phenotypic and etiological knowledge of the disorders that will be addressed; knowledge of Section II "Diagnostic Criteria and Codes" of Neurodevelopmental Disorders (DSM-5).
The course will be delivered through lectures, with a constant focus on encouraging requests for clarification and further study. Case studies will be used to stimulate discussion and facilitate connections between theory and practice.
Teaching and learning strategies:
Group work Problem solving Case studies Simulations
The course will consist of the following contents:
INTRODUCTORY PART - Course organization
- Getting to know the group through a questionnaire on the course of study undertaken
- Refreshing prior knowledge
COMMUNICATION DISORDERS
Language Disorder, Phonetic-Phonological Disorder; Fluency Disorder with Onset in Childhood; Social Communication Disorder;
- Clinical Interview, Anamnesis, Clinical Observation, Structured Tools
- Differential and Nosographic Diagnosis, Functional Profile, and Analysis of Comorbidities
- Treatments: Meeting with a Specialist
- Intervention Planning
AUTISM SPECTRUM DISORDER - Clinical interview, history, clinical observation, structured tools - Differential diagnosis, nosographic diagnosis, functional profile, and comorbidity analysis - Treatments in clinical cognitive psychology - Design of clinical cognitive psychology interventions
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER Attention-deficit/hyperactivity disorder (ADHD) combined manifestation; predominantly inattentive manifestation; predominantly hyperactive/impulsive manifestation. - Clinical interview, history, clinical observation, structured tools - Differential diagnosis, nosographic diagnosis, functional profile, and comorbidity analysis - Treatments in clinical cognitive psychology - Design of clinical cognitive psychology interventions
MOVEMENT DISORDERS Motor coordination disorder; stereotypic movement disorder; tic disorders; Tourette's disorder. - Clinical interview, history, clinical observation, structured tools - Differential diagnosis, nosographic diagnosis, functional profile, and comorbidity analysis - Treatments: meeting with the specialist. - Intervention planning
COURSE CLOSURE - Take-home messages on the topics covered during the course
Slides del corso (fornite dal docente)
C. Pecini, D. Brizzolara, Disturbi e traiettorie atipiche del neurosviluppo. Diagnosi e intervento. Seconda Edizione (introduzione e capitoli: 1, 2, 3, 11, 12, 13, 14, 16) , Mc Graw Hill, 2024
Linee guida/documenti di consenso dedicati alle disabilità/disturbi trattati nel corso:
12° edizione dell’Intellectual Disability, Definition, Diagnosis, Classification, and System of Supports. American Association on Intellectual and Developmental Disabilities (AAIDD).
Raccomandazioni della Linea Guida sulla Diagnosi e sul Trattamento di bambini e adolescenti con disturbo dello spettro autistico, ISS, ottobre 2023
Linea guida sulla Diagnosi e sul Trattamento di bambini e adolescenti con disturbo dello spettro autistico- Materiale supplementare, ISS, ottobre 2023
Consensus Conference sul Disturbo Primario del Linguaggio (2019), Istituto superiore di sanità- Ministero della Salute
Istituto Superiore di Sanità Dipartimento del Farmaco, Protocollo diagnostico e terapeutico della sindrome da iperattività e deficit di attenzione per il registro nazionale ADHD, marzo 2007
OPTIONAL TEXTS/BIBLIOGRAPHY FOR FURTHER READING
L. A. Kurtz, Disturbi della coordinazione motoria. Come aiutare i bambini goffi a casa e a scuola. Guide del Neurosviluppo, Erickson, 2006.
P. Alfieri, S. Vicari, Disabilità intellettiva e sindromi genetiche. Profili neuropsicologici e comportamentali. Erickson, 2018
G. M. Marzocchi, E. Bongarzone, Disattenti e Iperattivi. Cosa possono fare genitori e insegnanti. Farsi un’idea. Il Mulino, 2019.
L. Surian, L’autismo. Conoscere e affrontarlo. Farsi un’idea. Il Mulino, 2021.
S. D’Amico, A. G. De Cagno, M. C. Levorato, T. Rossetto, A. Sansavini, Il Disturbo Primario di Linguaggio, Guide del Neurosviluppo. Erickson, 2021.
Ricevimento: The teacher receives students by appointment via the Teams platform.
26 settembre 2025
The timetable for this course is available here: EasyAcademy
Students will take a written exam.
RESETTING THE EXAM: Students may take the exams, subject to proper registration, without restrictions in all official exam sessions. Under no circumstances will exams be taken outside of these sessions.
Students who fail the exam more than once are advised to schedule an appointment with their instructor to develop better study strategies.
The written exam will consist of open-ended and open-ended questions, and will also include a clinical case discussion. A positive assessment will be based on: knowledge acquired through independent study of the indicated material; the ability to argue this knowledge; and the appropriateness of the language used. The written exam will last 90 minutes.
All students are encouraged to periodically consult the course's page on the AulaWeb e-learning portal (accessible from the University website or at www.aulaweb.unige.it). All information and materials related to this course are published exclusively on that website. Thesis requests must be made in person or by appointment. Theses are not assigned by email. Thesis topics may cover all course topics. Students are encouraged to submit a specific proposal, including a bibliography. For students with disabilities or specific learning disabilities (SLD)
Students with disabilities or learning disabilities (SLD) are reminded that to request accommodations for the exam, they must first upload their certification to the University website at servizionline.unige.it in the "Students" section. The documentation will be verified by the University Services Department for the Inclusion of Students with Disabilities and Learning Disabilities (https://rubrica.unige.it/strutture/struttura/100111). Subsequently, well in advance (at least 10 days) of the exam date, they must send an email to the instructor with whom they will take the exam, copying both the School Coordinator for the Inclusion of Students with Disabilities and Learning Disabilities (laura.traverso@unige.it) and the aforementioned Department using one of the following addresses (disabili@unige.it; dsa@unige.it). The email must specify:
· the name of the course · the exam date · the student's last name, first name, and student ID number · the compensatory tools and dispensations deemed appropriate and required. The supervisor (Professor Laura Traverso) will confirm to the instructor that the applicant is entitled to request adaptations for the exam and that such adaptations must be agreed upon with the instructor. The instructor will respond by informing whether the requested adaptations are possible. Requests must be submitted at least 10 days before the exam date to allow the instructor to evaluate the content. In particular, if you intend to use concept maps for the exam (which must be much more concise than the maps used for study), if they are not submitted within the required timeframe, there will not be enough time to make any changes, which may be requested by the instructor. For further information on requesting services and adaptations, please consult the document: Guidelines for requesting services, compensatory tools and/or dispensatory measures and specific aids
