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Intervento indiretto nella prevenzione dei disturbi specifici dell’apprendimento: Esperienza di un laboratorio di potenziamento dei prerequisiti scolastici e delle funzioni esecutive in modalità telematica.

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Bibliographic Details
Title: Intervento indiretto nella prevenzione dei disturbi specifici dell’apprendimento: Esperienza di un laboratorio di potenziamento dei prerequisiti scolastici e delle funzioni esecutive in modalità telematica.
Alternate Title: Indirect intervention for preventing specific learning disorders: An online workshop experience aimed at developing prerequisites for learning and executive functions.
Authors: Ferri, Margherita1 margherita.ferri1997@gmail.com, Volpi, Diletta1, Renzi, Alessandra2, Iacucci, Diletta3
Source: DIS - Dislessia, Discalculia & Disturbi di Attenzione. 2021, Vol. 2 Issue 3, p389-425. 37p.
Abstract (English): Learning is a continuous process that follows the individual from birth and involves different cognitive, emotional and daily life areas. This paper describes a project aimed at developing the prerequisites for school learning, with regard to reading, writing and calculation, in which Executive Functions are also included. The workshop, carried out entirely as telepractice, involved four preschool girls with a diagnosis of Primary Language Disorder. After an initial speech therapy evaluation, parents were given a series of activities to carry out on a weekly basis; at the end of the project, the evaluation was performed again in order to test the effectiveness of the intervention. In addition, the results were compared with those of a control group of the same age without a diagnosis. In order to collect impressions and useful feedback from the parents, who acted as points of reference during the project, questionnaires of satisfaction were submitted at the beginning, during and at the end of the workshop. The results of the project have demonstrated the effectiveness and feasibility of indirect intervention, both in terms of improving the skills of the participants and in building a fruitful therapeutic parent-child-speech therapist relationship. [ABSTRACT FROM AUTHOR]
Abstract (Italian): L’apprendimento è un percorso processuale e continuativo che accompagna l’individuo sin dalla nascita e coinvolge diversi ambiti cognitivi, emozionali, di vita quotidiana. Il presente lavoro descrive un progetto di potenziamento dei prerequisiti agli apprendimenti scolastici, relativi alla lettoscrittura e al calcolo, in cui entrano in gioco anche le funzioni esecutive. Il laboratorio, svolto interamente in via telematica a causa dell’emergenza sanitaria SARS-CoV-2, ha coinvolto quattro bambine in età prescolare con diagnosi di Disturbo Primario di Linguaggio. Dopo aver effettuato una valutazione logopedica, sono state proposte settimanalmente ai genitori le attività da svolgere; al termine del laboratorio è stata eseguita nuovamente la valutazione in modo da testare l’efficacia dell’intervento. Inoltre, i risultati ottenuti sono stati confrontati con quelli di un gruppo di controllo di pari età composto da soggetti a sviluppo tipico. Al fine di raccogliere impressioni e feedback utili da parte del genitore, figura di riferimento nel percorso, sono stati sottoposti dei questionari di gradimento all’inizio, durante e al termine dell’intervento. I risultati del progetto hanno dimostrato l’efficacia e la fattibilità di un intervento indiretto, sia in termini di miglioramento delle abilità dei soggetti che nella costruzione di un proficuo rapporto terapeutico genitore-bambino-logopedista. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Learning is a continuous process that follows the individual from birth and involves different cognitive, emotional and daily life areas. This paper describes a project aimed at developing the prerequisites for school learning, with regard to reading, writing and calculation, in which Executive Functions are also included. The workshop, carried out entirely as telepractice, involved four preschool girls with a diagnosis of Primary Language Disorder. After an initial speech therapy evaluation, parents were given a series of activities to carry out on a weekly basis; at the end of the project, the evaluation was performed again in order to test the effectiveness of the intervention. In addition, the results were compared with those of a control group of the same age without a diagnosis. In order to collect impressions and useful feedback from the parents, who acted as points of reference during the project, questionnaires of satisfaction were submitted at the beginning, during and at the end of the workshop. The results of the project have demonstrated the effectiveness and feasibility of indirect intervention, both in terms of improving the skills of the participants and in building a fruitful therapeutic parent-child-speech therapist relationship. [ABSTRACT FROM AUTHOR]
ISSN:27239330
DOI:10.14605/DIS232106