AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

TRAINING OBJECTIVES (DETAIL)

-Learn the neurobiological maturation processes underlying the development of language-learn the development of language in different components with particular attention to the pragmatic-contextual component. 

-Learn the basics of understanding and producing language, the relationship between oral language development and learning reading and writing;

-To learn evaluation tools and operating profiles of different functions and specific modules for each single neuropsychological function. 

-Learn the principles of the evaluation of different language components;

-To know the functional evaluation of communication disorders and oral and written language, in the evolutionary age;

-Know the differences between nosographic diagnosis and functional/neuropsychological evaluation.

OBJECTIVES (DETAIL) AND LEARNING OUTCOMES

The purpose of the course is to introduce the student to the knowledge:

-The different functions and modules specific for each neuropsychological function. 

-The development, organization and pathology of linguistic functions and their relationship to cognitive functions (perception, memory, attention) and learning of written language;

- The assessment of the deficit in different neurodevelopmental disorder, with particular attention to “Developmental Language Disorders” -> DLD, specific learning difficulty -> SpLD (Dyslexia, Dysorthographia, Dysgraphia, Dyscalculia) and Autism Spectrum Disorders (ASD); thus choosing instruments based on Pathology, age and culture of the subject.

We will discuss the applications of some tools and underline the positive effects in terms of delineation of the neuropsychological profiles between nosographic diagnosis and functional/neuropsychological evaluation.

TEACHING METHODS

The lessons are carried out in the front with interactive and participatory modality by the students so that the experiences made in the theory can be correlated. You use for this purpose the personal narration, the comparison in the class.

The program is summarized by slides and complemented by relevant videos.  

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

Neuropsichology of the development age 
      Introduction Methodology 
Language Neuropsychology    
- Language development in different components with a focus on the pragmatic-contextual component. 
- The evaluation of communication and language  
- the Developmental Language Disorders:  DSM 5 and  ICD-10classification; clinical  and neuropsychological language classification  Classification (e.g.  Allen and Rapin).
Attention Neuropsychology:
- Selectivity and Intensity Dimensions 
- Executive Functions 
Neuropsychology of Memory                                                                                                                                                      - Memory development                                                                                                                                                                  - Memory models
Introduction to Specific Learning Disorders 
- Dyslexia/ Dys spelling/ Dysgraphia/ Discalculia
- Nosographic Classification (DSM 5; ICD-10) 
- Evaluation (clinical and functional diagnosis) 
Neuropsychology and Autism Spectrum Disorders (ASD)
- neuropsychological theories: theory of mind, theory of weak central coherence, theory of deficit executive functions. 
- neuropsychology of emotions. 
- Sensory perception: tools for evaluating/creating sensory-perceptual profiles.
- Cognitive, neuropsychological and behavioural evaluation 

RECOMMENDED READING/BIBLIOGRAPHY

The examination will mainly focus on handouts, documents and articles provided by the teacher.

Recommended Texts:

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.

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

TEACHERS AND EXAM BOARD

Exam Board

EUGENIA DUFOUR (President)

FRANCESCA MARIA BATTAGLIA

ELISA DE GRANDIS

SONIA DI PROFIO

CHIARA FIORILLO

EDVIGE MARIA VENESELLI (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

You can refer to the hour voice of lessons

Class schedule

CLINICAL PSYCHOLOGY - NEUROLOGY AND PSYCHOLOGY IN THE DEVELOPMENTAL AGE

EXAMS

EXAM DESCRIPTION

The preferred modality will be oral exam also to allow the sharing of the study modalities used by the student and to clarify any doubts emerged during the same

Initially, a student's favorite topic is asked to move later to two other topics at the discretion of the teacher.

Further questions can be made if the student does not respond correctly and/or appears uncertain about the first.

ASSESSMENT METHODS

   Ability to navigate the programme carried out, evaluation of practical reasoning and the ability of central coherence starting from data/examples of cases/clinical situations proposed by the teacher.

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.