AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

The course aims to provide students with fundamental theoretical knowledge and basic practical skills related to neuropsychomotor development in children—from neonates to adolescents—and to the main neurological and psychiatric disorders in developmental age. Special attention will be given to the neurophysiological specificities across different stages of development.

Specific objectives of the course:

• Understand the physiological milestones of motor, cognitive, emotional, relational, and language development from the neonatal period to adolescence.

• Recognize the main pathological conditions of developmental age: neurodevelopmental disorders, epilepsy, sleep disorders (including basic principles of sleep scoring), neuromuscular and muscular diseases, genetic and degenerative syndromes, and psychiatric disorders.

• Acquire knowledge of the clinical, behavioral, and electrophysiological features of these conditions.

• Learn the basic principles and procedures of pediatric neurophysiological investigations, including EEG (wake and sleep), polysomnography, EMG/ENG, and evoked potentials.

• Understand the practical and technical adaptations required for neurophysiological recordings in different pediatric settings.  

  At the end of the course, the student will be able to:

• Describe the main stages of psychomotor development and identify red flags for neurodevelopmental disorders.

• Recognize the core clinical features of major pediatric neuropsychiatric conditions.

• Understand the basic principles and clinical applications of neurophysiological investigations in pediatric populations (EEG, PSG, EMG, EPs, etc.).

• Adapt neurophysiological techniques to the specific characteristics of pediatric patients (age, cooperation, state of consciousness, clinical context).

• Assist in the acquisition and interpretation of neurophysiological data for diagnostic and follow-up purposes.

TEACHING METHODS

The course will be delivered through face-to-face lectures supported by audiovisual materials and interactive discussion. The theoretical component will be complemented by practical sessions, including presentations of neurophysiological recordings (EEG, PSG, EMG, evoked potentials) and real clinical cases.

Students will take part in guided exercises focused on the reading and interpretation of neurophysiological tracings, with particular attention to the specific features of developmental age. The aim is to foster the integration of theoretical knowledge and practical skills, with a strong emphasis on clinical practice.

SYLLABUS/CONTENT

The course addresses the key aspects of neuropsychomotor development and neuropsychiatric disorders from the neonatal period to adolescence, with a theoretical and practical approach tailored for neurophysiopathology technicians. Course content is structured into thematic modules and is supported by clinical examples, interactive discussions, and excerpts from neurophysiological recordings, including EEG (wakefulness and sleep), polysomnography (PSG), EMG, and evoked potentials (EPs).

Main Topics:

• Neuropsychomotor development: developmental milestones of motor skills, cognitive and language acquisition, social interaction, and emotional regulation, from neonate to adolescent.

• Neurodevelopmental disorders: autism spectrum disorder, ADHD, intellectual disability, developmental language disorder, and specific learning disorders.

• Epilepsy in childhood: classification, clinical presentation, age-specific EEG features, and overview of pediatric epilepsy syndromes.

• Sleep disorders in children: insomnia, parasomnias, obstructive sleep apnea, narcolepsy, and hypersomnia; introduction to pediatric sleep staging and EEG/PSG interpretation.

• Neuromuscular and muscular diseases: major pediatric clinical presentations, neurophysiological findings, and the use of EMG and evoked potentials in diagnosis and monitoring.

• Neurogenetic and neurodegenerative syndromes: clinical recognition, associated neurophysiological markers, and examples of typical EEG alterations.

• Psychiatric disorders in developmental age: clinical features of anxiety, depression, eating disorders, and early-onset psychosis; functional correlates in electrophysiological data.

Throughout the course, representative clinical cases will be presented to illustrate key concepts. Students will engage in guided analysis of neurophysiological recordings, focusing on real-world technical challenges and adaptation strategies required for pediatric patients. Practical considerations for recording and interpreting data in neonates and young children will be emphasized, promoting applied competence in clinical settings.

RECOMMENDED READING/BIBLIOGRAPHY

• Galloway G.M., Clinical Neurophysiology in Pediatrics: A Practical Approach to Neurodiagnostic Testing and Management, 1st edition, 2015, Demos Medical Publishing.

• Teaching materials provided by the instructor, including lecture slides, clinical cases, and selected neurophysiological tracings, available through AulaWeb or distributed during the course.

TEACHERS AND EXAM BOARD

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The final exam will be conducted orally in person, with the possibility of including a practical component involving the interpretation and commentary of neurophysiological recordings.

ASSESSMENT METHODS

The assessment of learning will primarily take place through an oral examination aimed at verifying the student’s understanding of the theoretical content covered during the course. During the interview, practical examples (e.g., EEG or PSG recordings) may be presented to evaluate the student’s ability to correctly read and interpret key neurophysiological recordings in developmental age. The level of participation in educational activities and the ability to integrate theoretical and practical knowledge will also be taken into consideration.

FURTHER INFORMATION

students with certified Specific Learning Disorders (SLD), disabilities or other special educational needs are encouraged to contact both the Departmental representative, Prof. Nicola Girtler, and the course instructor at the beginning of the course to agree on teaching methods and, if necessary, exam arrangements that, while respecting the learning objectives, take into account individual learning styles and allow for the use of compensatory and/or dispensatory tools as recognized by the University’s SLD Student Support Service.