@article {10755, title = {An evaluation of the Movement ABC-2 Test for use in Italy: A comparison of data from Italy and the UK.}, journal = {Res Dev Disabil}, volume = {84}, year = {2019}, month = {2019 Jan}, pages = {43-56}, abstract = {

BACKGROUND: The standardized test within the Movement Assessment Battery for Children-2nd edition (MABC-2) is used worldwide to assess motor problems in children. Ideally, any country using a test developed in another country should produce national norms to ensure that it functions effectively in the new context.

AIM: The first objective of this study was to explore the differences in motor performance between Italian and British children. The second was to examine the structural validity of the test for the Italian sample.

METHOD: A total of 718 Italian (IT) and 765 British (UK) children, aged 3-10 years, were individually tested on the age-appropriate items of the MABC-2 Test.

RESULTS: Developmental trends emerged on every task and differences between IT and UK children were obtained on 11 of 27 task comparisons. Interactions between age and country indicated that differences were not consistently in favor of one culture. Confirmatory factor analysis generally supported the proposed structure of the MABC-2 Test.

CONCLUSION: Although the differences between the IT and the UK children were relatively few, those that did emerge emphasize the need for population specific norms and suggest that cultural diversity in motor experiences should be considered when evaluating motor abilities in children.

}, issn = {1873-3379}, doi = {10.1016/j.ridd.2018.04.013}, author = {Zoia, Stefania and Biancotto, Marina and Guicciardi, Marco and Lecis, Romina and Lucidi, Fabio and Pelamatti, Giovanna M and Carrozzi, Marco and Skabar, Aldo and Sugden, David A and Barnett, Anna L and Henderson, Sheila E} } @article {8501, title = {Early diagnosis and Early Start Denver Model intervention in autism spectrum disorders delivered in an Italian Public Health System service.}, journal = {Neuropsychiatr Dis Treat}, volume = {12}, year = {2016}, month = {2016}, pages = {1379-84}, abstract = {

BACKGROUND: Early diagnosis combined with an early intervention program, such as the Early Start Denver Model (ESDM), can positively influence the early natural history of autism spectrum disorders. This study evaluated the effectiveness of an early ESDM-inspired intervention, in a small group of toddlers, delivered at low intensity by the Italian Public Health System.

METHODS: Twenty-one toddlers at risk for autism spectrum disorders, aged 20-36 months, received 3 hours/wk of one-to-one ESDM-inspired intervention by trained therapists, combined with parents{\textquoteright} and teachers{\textquoteright} active engagement in ecological implementation of treatment. The mean duration of treatment was 15 months. Cognitive and communication skills, as well as severity of autism symptoms, were assessed by using standardized measures at pre-intervention (Time 0 [T0]; mean age =27 months) and post-intervention (Time 1 [T1]; mean age =42 months).

RESULTS: Children made statistically significant improvements in the language and cognitive domains, as demonstrated by a series of nonparametric Wilcoxon tests for paired data. Regarding severity of autism symptoms, younger age at diagnosis was positively associated with greater improvement at post-assessment.

CONCLUSION: Our results are consistent with the literature that underlines the importance of early diagnosis and early intervention, since prompt diagnosis can reduce the severity of autism symptoms and improve cognitive and language skills in younger children. Particularly in toddlers, it seems that an intervention model based on the ESDM principles, involving the active engagement of parents and nursery school teachers, may be effective even when the individual treatment is delivered at low intensity. Furthermore, our study supports the adaptation and the positive impact of the ESDM entirely sustained by the Italian Public Health System.

}, issn = {1176-6328}, doi = {10.2147/NDT.S106850}, author = {Devescovi, Raffaella and Monasta, Lorenzo and Mancini, Alice and Bin, Maura and Vellante, Valerio and Carrozzi, Marco and Colombi, Costanza} } @article {1899, title = {Extra-large letter spacing improves reading in dyslexia.}, journal = {Proc Natl Acad Sci U S A}, volume = {109}, year = {2012}, month = {2012 Jul 10}, pages = {11455-9}, abstract = {

Although the causes of dyslexia are still debated, all researchers agree that the main challenge is to find ways that allow a child with dyslexia to read more words in less time, because reading more is undisputedly the most efficient intervention for dyslexia. Sophisticated training programs exist, but they typically target the component skills of reading, such as phonological awareness. After the component skills have improved, the main challenge remains (that is, reading deficits must be treated by reading more--a vicious circle for a dyslexic child). Here, we show that a simple manipulation of letter spacing substantially improved text reading performance on the fly (without any training) in a large, unselected sample of Italian and French dyslexic children. Extra-large letter spacing helps reading, because dyslexics are abnormally affected by crowding, a perceptual phenomenon with detrimental effects on letter recognition that is modulated by the spacing between letters. Extra-large letter spacing may help to break the vicious circle by rendering the reading material more easily accessible.

}, keywords = {Attention, Awareness, Child, Dyslexia, Form Perception, France, Humans, Italy, Language, Pattern Recognition, Visual, Phonetics, Reading, Vision, Ocular, Visual Fields}, issn = {1091-6490}, doi = {10.1073/pnas.1205566109}, author = {Zorzi, Marco and Barbiero, Chiara and Facoetti, Andrea and Lonciari, Isabella and Carrozzi, Marco and Montico, Marcella and Bravar, Laura and George, Florence and Pech-Georgel, Catherine and Ziegler, Johannes C} }