ABSTRACT
Over the years, several interventions have been implemented, including Lego® Therapy, with the aim of supporting and implementing social and communication skills impairments in Autism Spectrum Disorders (ASD). Although recent studies have shown that the ability to learn implicitly is preserved in ASDs, no study related to Lego® Therapy has analyzed whether and how this training can also affect aspects not directly treated. In this study, we report a first attempt of assessment of Lego® Therapy's effect on the specific area of cognitive skills in an ASD child. Over a period of 12 months, a child with ASD had weekly meetings with an expert operator of Lego® aiming to improve the child's ability to communicate, reduce impulsiveness and hyper verbalism, and encourage pro-social behavior. The intervention resulted in positive outcomes that were assessed after 12 months.
ABSTRACT
It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
ABSTRACT
Although gambling was initially characterized as a specific phenomenon of adulthood, the progressive lowering of the age of onset, combined with earlier and increased access to the game, led researchers to study the younger population as well. According to the literature, those who develop a gambling addiction in adulthood begin to play significantly before than those who play without developing a real disorder. In this perspective, the main hypothesis of the study was that the phenomenon of gambling behavior in this younger population is already associated with specific characteristics that could lead to identify risk factors. In this paper, are reported the results of an exploratory survey on an Italian sample of 2,734 preadolescents, aged between 11 and 14 years, who replied to a self-report structured questionnaire developed ad hoc. Firstly, data analysis highlighted an association between the gambling behavior and individual or ecological factors, as well as a statistically significant difference in the perception of gambling between preadolescent, who play games of chance, and the others. Similarly, the binomial logistic regression performed to ascertain the effects of seven key variables on the likelihood that participants gambled with money showed a statistically significant effect for six of them. The relevant findings of this first study address a literature gap and suggest the need to investigate the preadolescent as a cohort in which it identifies predictive factors of gambling behavior in order to design effective and structured preventive interventions.
