AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

BATTAGLIA
DETAILED LEARNING OBJECTIVES
The course aims to:
- provide students with foundational knowledge of neuroplasticity and functional recovery;
- provide students with a general understanding of rehabilitation principles across different areas of atypical development, with particular emphasis on specific language disorders, specific learning disorders and autism spectrum disorder (ASD);
- introduce the range of available rehabilitation tools;
- develop students’ understanding of individual neuropsychological functioning (functional mapping) in typical development and in conditions specific to childhood and adolescence, as a foundation for planning multidisciplinary habilitation and rehabilitation within a cognitive framework.
EXPECTED LEARNING OUTCOMES
On completion of the course, students will be able to:
•    Identify strengths and weaknesses in an individual’s functional neuropsychological profile, distinguish acquired, emerging and not yet acquired functions, and define short-, medium- and long-term intervention objectives;
Design and implement habilitation and rehabilitation treatment plans for children and adolescents using rigorous and effective techniques;
- Understand, explain and apply selected habilitation and rehabilitation tools, critically evaluate their effectiveness, and develop the capacity to work within a team and under supervision.
 

PREITI
DETAILED LEARNING OBJECTIVES:
The course aims to provide students with foundational knowledge of the investigation of cognitive functioning and the relevant assessment procedures. It also introduces the structure and appropriate interpretation of a functional diagnosis based on the ICF-CY framework (Children and Youth Version), enabling students to design rehabilitation interventions tailored to the individual child.
 
EXPECTED LEARNING OUTCOMES:
On completion of the course, students will be able to:
•    Define cognitive assessment and understand how to interpret its findings in relation to overall cognitive functioning and individual higher cortical functions.
•    Understand and interpret gold-standard instruments for assessing cognitive functioning within the CHC framework and subsequent models.
•    Read and interpret a functional diagnosis based on the ICF-CY framework.
•    Apply an understanding of neuroplasticity to rehabilitation planning by building on strengths and addressing weaknesses through habilitation and rehabilitation.

TEACHING METHODS

The lessons are conducted in the front with interactive and participatory mode by the students in order to make the contents of the program even more explicit and experiential.

The program is then carried out with the support of slides(Power Point),, integrated with the presentation of clinical cases (sometimes also with video) and implementation of simulations/tutorials.

BATTAGLIA

Generally  four lessons, each lasting  two and half  hours.

PREITI

Generally  five lessons, each lasting  two  hours.

Students with valid certifications for Specific Learning Disabilities (DSA), disabilities or other educational needs, are invited to contact the teacher and the school/department disability contact at the beginning of the course to agree on any teaching methods which, while respecting the teaching objectives, take into account individual learning methods.

SYLLABUS/CONTENT

BATTAGLIA

Neuroplasticity and functional recovery taking charge and neuropsychological rehabilitation:

- Principles of the rehabilitation approach

General principles and Overview of language rehabilitation

Neuropsychology and Autism Spectrum Disorders

- Cognitive, neuropsychological and behavioral assessment;

- From assessment to integrated multidisciplinary management (different functional profiles at different ages and intervention with short, medium and long-term objectives);

- Developmental/cognitive behavioral therapeutic interventions (e.g. ESDM, TEACCH);

- Sensory Perception: evaluation tools/creation of sensorial-perceptive profiles; notes on the intervention.

- Presentation of some intervention tools:  e.g. social stories (theoretical introduction to basic principles, construction according to the language of the subject, creation of scripts and in some cases transformation into comics, using AI, simulation and role play); parent training. 

 Specific Learning Disorders 

- Dyslexia/ Dys spelling/ Dysgraphia/ Discalculia

- From Assessment (clinical and functional diagnosis) to Multidisciplinary Load

- Know and Apply some Enable/Rehabilitation tools (both computerized and paper).

The course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:
•    Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all;
•    Goal 5. Achieve gender equality and empower all women and girls.

PREITI
LECTURE SYLLABUS
1.    Neuropsychological assessment of intellectual functioning: the CHC framework and subsequent models; an introduction to the statistical interpretation of scores.
2.    Preschool age: the Wechsler WPPSI-IV scale and the neuropsychological correlates of the subtests presented; experiential learning.
3.    School age: the Wechsler WISC-V scale and the neuropsychological correlates of the subtests presented; experiential learning.
4.    Adaptive functioning: the Vineland-II semi-structured interview. Administration, scoring, score interpretation, development of the rehabilitation plan and, where appropriate, reassessment.
5.    From interpretation of the functional diagnosis to the formulation of rehabilitation objectives. Clinical case study.

The course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:
•    Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all;
•    Goal 5. Achieve gender equality and empower all women and girls.

RECOMMENDED READING/BIBLIOGRAPHY

For the purpose of the exam, the slides presented in class by the instructors are both necessary and sufficient. In any case, it is recommended to supplement the lectures with the books listed in the bibliography.

BATTAGLIA

- Vicari S., Caselli MC. (a cura di), “Neuropsicologia dello sviluppo”, Il Mulino, Bologna,2010.

Recommended reading

Vicari S., Valeri G., Fava L., “L’autismo. Dalla diagnosi al trattamento, Il Mulino, Bologna, 2012.

- Dawson G. e Rogers S., Earl Start Denver Model. Intervento precoce per l’Autismo. Linguaggio, apprendimento e reciprocità sociale. Omega Edizioni, Torino, 2010.

- Marotta L., Caselli MC, “Disturbi del linguaggio. Caratteristiche, Valutazione, Trattamento”.  Ed.Erickson, Trento, 2014.

- Cornoldi C. “Difficoltà e disturbi dell’apprendimento”, Il Mulino, Bologna, 2007

Battaglia F.M, Epidendio V., Schenone S., Pyrovolaki P., La giornata di Niki. Una storia con attività di potenziamento della comunicazione. Ed.  Erickson, Trento, 2015.

PREITI
-    Tests Psychologists Should Know [I test che lo psicologo deve conoscere], edited by Margherita Lang, 2020, Raffaello Cortina Editore, ISBN 978-8832852714 (handouts uploaded to the Teams channel)
Recommended reading
-    ICF-CY. International Classification of Functioning, Disability and Health: Children and Youth Version, World Health Organization, 2007, Erickson, ISBN 978-8861371729

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

First semester: October 2026

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The way in which this module is examined will also be preferably oral (open questions) to allow the sharing of the methods of study used by the student and to clarify any doubts that have arisen during the same.

Initially, a favorite topic is asked by the student, and then moved on to two other topics at the discretion of the teacher.

Additional questions may be asked if the student does not respond correctly and/or appears uncertain about the former.

ASSESSMENT METHODS

Ability to orient itself within the program, make connections between different development curves, identify emerging, acquired and unacquired functions; Clarity and specificity in the exposure, coherence and correctness of data content in response.

FURTHER INFORMATION

The examination may not be supported unless the relative propedeucity   is respected.                                                                     

As these are integrated course exams, not passing a single discipline involves the repetition of the entire exam.