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The aim of this study was to investigate the relationships between self-esteem, school well-being and academic achievement in a sample of 8 to 13 year-old-students, taking into account the student, parent and teacher’s point of view. This study has confirmed the existance of a reciprocal influence between the child’s educational achievement and his/her school self-esteem. According to the findings of this investigation, the main factors related with academic self-esteem are the anxiety level, the learning skills and school well-being. The learning skills and school well-being are also significantly related with academic achievement, on the contrary anxiety is a mediator of these relationships. This research may be useful for the development of programs and strategies to promote child’s well-being, self-esteem and success at school having parent’s and teacher’s involvement.

A workshop on the role of Executive Functions (EF) in the development of Narrative Competence (NC). EF and NC, taken singly, are two over-investigated domains. However, our knowledge about if and how they related to each other across development is limited. In this intervention I summarized the state of art on this argument, presenting the results of a meta-analysis we have conducted. Implications for clinical and educational practice are discussed. I also provided guidelines for future research on this topic.

The QUVA-p is a screening tool for identifying preschoolers with self-regulation difficulties. In the present study, preliminary normative age-related data (3, 4, 5 years) are provided separately for males and females and the relationship between self-regulation difficulties and adaptation is analyzed. The questionnaire is preschool teacher-completed, easy and quick to fill-out, and showed good psychometric properties. It can be valuable for the clinician in the early stage of the assessment to detect self-regulation problems potentially predicting Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD).

Background: Children's understanding of symbolic (e.g., Arabic digits) and non-symbolic (e.g., sets of dots) magnitudes plays a key role in their mathematics achievement, but only a few studies directly compared the effects of symbolic and non-symbolic interventions on mathematical abilities. Aims: This longitudinal study compared the impact of symbolic and non-symbolic trainings in a group of preschoolers at risk of developing difficulties in mathematics (RM), analyzing their post-intervention performance both in early math skills (last preschool year) and in mathematics achievement in 1st grade. Methods: Eighty-nine RM children and 66 typically developing controls were selected from among 604 preschoolers. RM children were assigned to three intervention conditions: no intervention, symbolic or non-symbolic intervention. Results: Results showed specific effects on tasks related to the training (e.g., effects of symbolic training on symbolic tasks) and some effects of generalization (e.g., effects of symbolic training on non-symbolic tasks). In 1st grade, children attending the symbolic intervention showed a mathematics achievement profile similar to that of typically developing peers. Conclusions: These results suggest the importance of training the symbolic processing of numbers at preschool age, allowing at risk children to catch up with their peers before entering formal schooling.

La valutazione multidimensionale dell’autostima in età evolutiva può rivelarsi molto utile in ambito di ricerca e ha importanti implicazioni nella pratica clinica. Il questionario Cosa penso di me è uno strumento ampiamente utilizzato nella letteratura internazionale che prende in esame quattro sottodimensioni dell’autostima generale: l’autostima scolastica, corporea, familiare, interpersonale. Lo studio presentato si pone l’obiettivo di illustrare le caratteristiche psicometriche e la taratura della versione italiana dello strumento e di indagare se fattori quali l’età, il sesso e le variabili sociodemografiche familiari abbiano un effetto sulle diverse sottodimensioni dell’autostima. Il presente studio trasversale ha coinvolto un campione di 1004 bambini e ragazzi dagli 8 ai 20 anni (età media 12,71 ± 3,13, maschi 49,3%). Il questionario Cosa Penso di me ha mostrato delle buone proprietà psicometriche (analisi fattoriale e consistenza interna). I maschi hanno riportato livelli di autostima generale e corporea più elevati delle femmine. I bambini della scuola primaria presentano punteggi più alti rispetto agli studenti di età maggiore su tutte le dimensioni prese in esame, eccetto per l’autostima interpersonale. The multidimensional assessment of self-esteem in childhood and adolescence proves to be very useful in the research field and has important implications in clinical practice. The Five-Scale Test of Self-Esteem for Children questionnaire is widely used in international research, examining four sub-dimensions of general self-esteem: academic, body, family, and social self-esteem. This study aims to illustrate the psychometric characteristics and the calibration of the Italian version of the questionnaire and to investigate whether factors such as age, gender and socio-demographic family variables have an effect on the sub-dimensions of self-esteem. The present cross-sectional study involved a sample of 1004 children and adolescents ranging from 8 to 20 years of age (mean age 12.71 ± 3.13, males 49.3%). The Five-Scale Test of Self-Esteem for Children questionnaire showed good psychometric properties (factorial analysis and internal consistency). Males reported higher levels of general and body self-esteem than females. Primary school children scored higher than older students on every dimension, except for social self-esteem. Academic self-esteem is the dimension most affected by socio-demographic variables.

Recenti ricerche evidenziano un’associazione tra parenting e sviluppo delle funzioni esecutive (FE) del bambino in età prescolare. Per quanto riguarda l’aspetto socio-emozionale del parenting, sembra che caregivers responsivi e mind-minded esercitino una significativa influenza positiva, mentre caregivers controllanti, ostili e rifiutanti esercitano, al contrario, un’influenza negativa. Per quanto riguarda l’aspetto cognitivo del parenting, sembra che stimolazione e supporto dell’autonomia, in particolare buone capacità di scaffolding, siano tra le variabili più influenti. Da studi recenti inoltre risulta che l’associazione tra parenting e sviluppo delle FE è mediata dalle abilità linguistiche del bambino e moderata da differenze individuali legate al funzionamento dell’asse HPA e al temperamento. Infine, il parenting è un target in diversi modelli di intervento di recente proposta, come il self regulation approach.

The present research has allowed us to analyze the Executive Functions (EF) on a sample of 110 youngsters aged between 8 and 13 who present characteristic features of ADHD (Attention Deficit Hyperactivity Disorder), SLD (Specific Learning Disorder), ODD (Oppositional- Defiant Disorder) and 77 young participants with typical development. A new battery of tests was administered for the assessment of the Executive Functions and a questionnaire filled out by teachers and parents. The results allowed to highlight specific deficits in the three clinical groups, both in the cool (cognitive) and hot (emotional-motivational) EF; moreover, the results obtained with the tests are moderately correlated with those obtained through questionnaires.

Specific Learning Disabilities have consequences not only on school learning, but also on every life domain of the child. This work investigated the effects that an integrated intervention (neuropsychological treatment and support for parents and teachers) has on reading performance and on school well-being of a group of Italian dyslexic children, and on parents’ and teachers’ well-being. The results show improvement in children’s reading performance and in parents’ well-being. The data will be discussed considering the participants’ features and the intervention’s methodology

Le istituzioni hanno in questi ultimi anni preso coscienza dell’importanza del benessere in età evolutiva, promuovendo interventi rivolti a diverse componenti del sistema-scuola. Questa ricerca ha l’obiettivo di approfondire il benessere di alunni della scuola primaria e secondaria di 1° grado (N = 289) con differenti competenze scolastiche, attraverso la somministrazione dei Questionari per la valutazione del benessere scolastico e identificazione dei fattori di rischio (Tobia e Marzocchi, 2015a) a bambini, insegnanti e genitori. Dai risultati emerge che le competenze scolastiche influenzano significativamente il benessere e che vi sono differenze in relazione all'età e al genere. Questi risultati possono essere uno spunto per la programmazione di interventi mirati a promuovere il benessere scolastico

Specific Learning Disabilities have consequences not only on school learning, but also on every life domain of the child. This work investigated the effects that an integrated intervention (neuropsychological treatment and support for parents and teachers) has on reading performance and on school well-being of a group of Italian dyslexic children, and on parents' and teachers' well-being. The results show improvement in children's reading performance and in parents' well-being. The data will be discussed considering the participants' features and the intervention's methodology.

Purpose: Time processing problems in individuals with Development Dyscalculia has been studied to test the existence of a general magnitude system serving both modalities, as theorized by Walsh (2003). Time processing impairments were found in some cases, but they could be attributed to poor chronometric counting or poor calculations abilities, which can support reasoning on time in school-age children and adults. A way to disentangle this debate, is to explore the performance of young children, before they receive formal instructions for mathematics and develop these mathematical abilities. Method: For the present study, 30 5-years old children at risk for developing difficulties in mathematics (MD) and 30 typical developing peers (TD), matched for vocabulary, were selected from a larger group of preschoolers (N = 196) involved in a screening project assessing early numeracy. MD and TD children were administered with tasks investigating time reproduction and time discrimination skills; furthermore, their parents and teachers assessed participants’ “sense of time”, in terms of knowledge about the passage of time and use or comprehension of temporal words. Results and Conclusion: The MD group showed a poorer performance in time reproduction of 5-seconds intervals and in time discrimination; then, both parents and teachers reported a weaker “sense of time” for these children. By assessing time processing before children receive formal instruction for mathematics, we could rule out any possible confound played by explicit chronometric counting. These results are in favor of a common magnitude system that would be responsible for deficits in both numerical and temporal domains, already at early stages of life.

Questa ricerca, a cui hanno partecipato 780 studenti della scuola primaria e secondaria di I grado, analizza le variazioni nel costrutto di benessere scolastico, misurato con il Questionario sul Benessere Scolastico (QBS; Tobia & Marzocchi, 2015), in base al genere e all’età degli studenti, utilizzando il loro punto vi vista, quello dei loro genitori e insegnanti. Inoltre, si indagano le differenze tra alunni con BES (n = 77) e un gruppo di controllo (n = 77). I risultati mostrano differenze di genere significative, e una tendenza al peggioramento del benessere scolastico nel passaggio dalla scuola primaria a quella secondaria. Inoltre, dall’analisi delle differenze tra BES e controlli, emergono fattori di rischio e protettivi che vengono discussi in un’ottica di intervento.

The Strengths and Difficulties Questionnaire (SDQ) is a screening tool composed of 25 items that assess positive and negative aspects of the behavior in children and adolescents aged between 3 to 16 years. Despite its widespread diffusion in several countries around the world and the large number of research conducted, there are still a few studies that have tested the validity of the pre-school questionnaire. The purpose of this research work is to contribute to the validation of the Italian version of the SDQ questionnaire for children aged 3 to 5 years. The questionnaire was filled in by both parents and teachers of 508 children attending 13 Schools of Childhood in the municipality of Monza and Brianza and by the mothers of 89 children in a pediatric private office in Bergamo. The degree of agreement between mothers, fathers and teachers was evaluated, and psychometric analyses were carried out. Socio-demographic variables, such as gender, age of the children and the socio-economic status (SES) of the family were analyzed. The results show a high degree of agreement between the raters, especially among parents, higher scores of difficulties in males and younger children and significant correlations with SES, particularly with the mothers' level of study

Around 3-6% of children are affected by a specific reading disorder with neurobiological origin, or developmental dyslexia. People with dyslexia often exhibits negative emotional manifestation, such as anxiety. Findings of anxiety symptoms in dyslexia come primarily from self- and proxy reports. However some studies analyzed the autonomic activation of children with general learning disabilities, finding proofs of activation of the behavioural inhibition system, that could product withdrawal or anxiety. Main aim of this study is to investigate psychophysiological manifestations in connection to specific tasks, in children with dyslexia and in a control group of typical readers. Heart rate and Galvanic skin response (GSR), recorded during four tasks involving aloud and silent reading and vignettes description, were compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Furthermore, children’s school wellness was measured through self and parent proxy-reports. Significantly lower GSR was found for dyslexic children in the reading aloud task, compared to the control group. Considering the dyslexic group, the discrepancy in the GSR between reading aloud and silently resulted significantly larger compared to the discrepancy between aloud and silent production in the vignettes description task. GSR registered during reading tasks correlated with Child’s emotional difficulties’ as reported by parents. No significant differences between groups nor correlations with questionnaires’ scores were found for heart rate recordings. Possible interpretations of the lower activation during reading aloud in dyslexic children are discussed.

Lo scopo di questo studio è di analizzare le proprietà psicometriche della versione italiana dello Strengths and Difficulties Questionnaire (SDQ), con particolare attenzione alla struttura fattoriale. È stata somministrata la versione per insegnanti dell’SDQ, su un campione di 2586 bambini dalla prima alla quinta classe della scuola primaria (età media=8.35; DS=1.54). L’analisi fattoriale esplorativa (EFA), svolta su una porzione del campione (n=500) individua una struttura fattoriale parzialmente differente da quella proposta da Goodman (2001): gli item 2 e 10 saturano il fattore corrispondente ai Problemi Comportamentali, invece che la scala di Disattenzione/Iperattività. È stata condotta un’Analisi Fattoriale Confermativa (CFA) sul resto del campione (n=2086), analizzando la struttura emersa dalla EFA e tre strutture alternative citate in letteratura (Dickey & Blumberg, 2004; Goodman, 2001; Goodman, Lamping, & Ploubidis, 2010); la struttura emersa dal sottocampione precedentemente analizzato è quella che ottiene indici di bontà d’adattamento migliori, ed accettabili secondo i criteri riportati da Loehlin (1998). La consistenza interna di tutte le scale è buona. Sono state trovate differenze significative in base al genere e alla classe frequentata. I risultati evidenziano buone proprietà psicometriche della versione per insegnanti dell’SDQ ed una struttura fattoriale parzialmente diversa da quella originaria; vengono discusse le possibili motivazioni sottostanti a questo risultato.

In the literature, a shared model to explain the reasons because some children are not able to learn multiplication facts does not exist. The aim of this study was to analyze the relationships between deficits in learning multiplication facts and memory. Through a screening in primary schools in Lombardia a 78 children sample (26 of them had deficits in learning in multiplication facts, 52 normal controls) was presented with a memory tests battery (verbal vs. visuo-spatial, long vs. short memory components). Results showed that verbal long term memory, in particular the associative memory, and verbal short term memory significantly predicted multiplication facts learning.

Based on a multi-dimensional model of wellbeing in school that includes psychological, cognitive and social components, the aim of this investigation was to (a) analyse differences based on gender and school level (primary or middle school) in children’s subjective reports of their school wellbeing, (b) analyse correlates of subjective school wellbeing considering learning skills, grades and behavioural problems, and (c) investigate parents’ and teachers’ personal experiences and observations related to children with a low level of subjective school wellbeing. The sample comprised 1038 third- to eighth-grade students who completed the Questionnaire on School Wellbeing (QBS; Tobia and Marzocchi in QBS 8-13. Questionari per la valutazione del benessere scolastico e identificazione dei fattori di rischio [QBS 8-13. Questionnaires for the evaluation of school wellbeing and the identification of risk factors], Erickson, Trento, 2015a), which investigates the gratification obtained by results in school, relationships with teachers and classmates, emotional attitude towards school, and self-efficacy. The results showed significant gender differences (e.g., a better relationship with teachers but a poorer emotional attitude towards school for girls) and lower scores on school wellbeing in middle school students compared to primary school students. Among primary school students, wellbeing tended to be positively influenced by learning skills, whereas it was positively influenced by grades and negatively influenced by behavioural problems among middle school students. Finally, both parents and teachers of children with low levels of school wellbeing described greater feelings of worry, guilt, and tension in relation to the children’s difficulties. Parents reported more learning and emotional difficulties in these children, whereas teachers reported lower self-awareness. These results may offer insights to inform school policies and interventions aimed at improving children’s wellbeing.

This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n = 29), children with mathematical difficulties only (MD only; n = 21), and children with mathematical and reading difficulties (MD+RD; n = 10). Children were tested with a numerical Eriksen task that was built to assess SNARC, numerical distance, and flanker (first and second order congruency) effects. Children with MD only showed stronger SNARC and second order congruency effects than did TD children, whereas the numerical distance effects were similar across the three groups. Finally, the first order congruency effect was associated with reading difficulties. These results showed that children with mathematical difficulties with or without reading difficulties were globally more impaired when spatial incompatibilities were presented.

Many studies have suggested that the concept of “number” is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27, sd: 5.90), and 79 were monolinguals (mean age = 58.45sd: 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills.

The aim of this study was to investigate verbal and nonverbal cognitive deficits in Italian students with developmental dyslexia. The performances of 32 dyslexic students, 64 age-matched typically reading controls, and 64 reading age–matched controls were compared on tests of lexical knowledge, phonological awareness, rapid automatized naming, verbal short-term memory, visual search, verbal–visual recall, and visuospatial attention. Considering the phonological domain, dyslexic students were significantly impaired in all the tasks. A significant deficit was also observed in visuospatial attention and verbal–visual recall tasks. Additionally, the pattern of cognitive deficits exhibited by the students with dyslexia was analyzed. Results showed that the largest group of students with dyslexia (40.6%) exhibited multiple deficits, including both the phonological and the nonverbal domains. These findings are in accordance with the hypothesis that developmental dyslexia is a multifactorial deficit; theoretical and practical issues are discussed. Chinese 本研究旨在调查有发展性阅读障碍的意大利学生的言语和非言语认知功能障碍。实验组有32名有阅读障碍的学生、控制组有64名年龄匹配并有一般阅读能力的学生、另一控制组有64名阅读年龄匹配的学生。该三组学生均接受认知功能测试比较。测试内容包括词汇知识、语音意识、快速自动化命名能力、口头短期记忆能力、视觉搜索能力、言语视觉回忆能力和视觉空间注意力等七个方面的表现。就语音范畴方面,有阅读障碍的学生在所有测试任务中均出现严重缺陷;在视觉空间注意力和言语视觉回忆能力的测试任务中,也出现严重亏损。此外,有阅读障碍的学生所表现出的认知功能障碍模式分析结果显示,有阅读障碍的学生中的最大小组(40.6%)展示出多个认知功能亏损的地方,包括在语音和非言语范畴方面。这些研究结果与发展性阅读障碍是多因素之假设是相一致的。本文最后讨论相关的理论和实际的教学问题。 Spanish La meta de este estudio es investigar las deficiencias cognitivas verbales y no verbales en estudiantes italianos que sufren de dislexia de desarrollo. El desempeno de 32 estudiantes con dislexia, de 64 estudiantes lectores tipicos de la misma edad sirviendo de control, y de 64 estudiantes lectores al mismo nivel tambien sirviendo de control, fue comparado en examenes de conocimiento lexico, conciencia fonologica, rapidez automatizada de nombrar, memoria verbal a corto plazo, busqueda visual, memoria verbo-visual, y atencion visual-espacial. Tomando en consideracion el area fonologica, los estudiantes con dislexia mostraron una deficiencia importante en todas las tareas. Tambien se vio una deficiencia importante en la atencion visual-espacial y las tareas de memoria verbo-visual. Ademas, se analizo el patron de deficiencias cognitivas que mostraron los estudiantes con dislexia. Los resultados mostraron que un mayor numero de estudiantes con dislexia (40.6%) mostraron multiples deficiencias, incluyendo tanto el area fonologico como el area no verbal. Estos resultados concuerdan con la hipotesis que la dislexia de desarrollo es una deficiencia multifactorial; se discuten cuestiones teoricas y practicas. Arabic إن هدف هذه الدراسة هو فحص النواقص الذهنية سواء أكانت شفهية أم اللاشفهية في طلاب اللغة الإيطالية المصابين بعسر القراءة التنموي. وقد تمت مقارنة أداء 32 طالبا مصابا بعسر القراءة، و64 ضابطا قرائيا عاديا موفقا للعمر و64 ضابطا قرائيا موفقا للعمر في امتحانات معرفة المصطلاحات ووعي الصوتيات والإدراك التلقائي السريع والذاكرة الشفهية القصيرة المدى والبحث البصري والاسترجاع البصري-الشفهي والانتباه المكاني البصري. وحين أخذنا بالحسبان المجال الصوتي، إن الطلاب المصابين بعسر القراءة كانوا ضعفاء جدا في كل الواجبات. وقد تمت ملاحظة نقص هام في واجبات الانتباه المكاني البصري وفي الاسترجاع البصري-الشفهي. بالإضافة إلى ذلك، لقد تم تحليل نمط النواقص الذهنية الذي يظهره الطلاب المصابون بعسر القراءة. وقد أشارت النتائج إلى أن مجموعة الطلاب الكبرى المصابين بعسر القراءة (40.6%) أظهروا العديد من النواقص سواء كانت في المجال الصوتي أو اللاشفهي. وقد تم الوفاق بين هذه النتائج والافتراضية أن عسر القراءة التنموي هو نقص متعدد الأوجهة، وقد تم النقاش في المسائل النظرية والعملية. Russian Цeль иccлeдoвaния cocтoялa в изyчeнии вepбaльныx и нeвepбaльныx кoгнитивныx paccтpoйcтв cpeди yчaщиxcя-итaльянцeв, иcпытывaющиx пpoблeмы c чтeниeм. B иccлeдoвaнии пpиняли yчacтиe 32 yчaщиxcя-диcлeкcикa и 64 yчaщиxcя кoнтpoльнoй гpyппы. Oни читaли 64 тeкcтa, пoдoбpaнныx для дaннoй вoзpacтнoй гpyппы. Учитывaлocь знaниe лeкcики, фoнoлoгичecкoe пoнимaниe, cпocoбнocть к быcтpoмy aвтoмaтизиpoвaннoмy нaзывaнию, кpaткocpoчнaя вepбaльнaя пaмять, визyaльный пoиcк, cпocoбнocть к визyaльнoмy oпoзнaнию cлoв и зpитeльнo-пpocтpaнcтвeннoe внимaниe. B oблacти фoнoлoгии yчaщиecя-диcлeкcики знaчитeльнo ycтyпaли cвepcтникaм из кoнтpoльнoй гpyппы. Cyщecтвeнный дeфицит нaблюдaлcя тaкжe в зpитeльнo-пpocтpaнcтвeннoм внимaнии и зpитeльнoм oпoзнaнии cлoв. Былa дoпoлнитeльнo пpoaнaлизиpoвaнa oбщaя кapтинa кoгнитивныx paccтpoйcтв, cвoйcтвeнныx yчaщимcя c диcлeкcиeй. Peзyльтaты пoкaзaли, чтo для нaибoлee мнoгoчиcлeннoй гpyппы yчaщиxcя-диcлeкcикoв (40.6%) cвoйcтвeнны paзнooбpaзныe oтклoнeния, в тoм чиcлe в фoнoлoгичecкoй и нeвepбaльныx oблacтяx. Эти peзyльтaты пoдтвepждaют гипoтeзy o тoм, чтo пpoблeмы c чтeниeм oтpaжaют мнoгoфaктopныe oтклoнeния. B cтaтьe oбcyждaютcя тeopeтичecкиe и пpaктичecкиe acпeкты пoлyчeнныx вывoдoв. French Cette etude avait pour but d'examiner les deficiences cognitives d’eleves italiens presentant une dyslexie de developpement. Nous avons compare les resultats de 32 eleves dyslexiques avec ceux de 64 eleves controle apparies par l’âge de lecture et de 64 eleves controle apparies par l’âge, a l'aide de tests de connaissance du vocabulaire, de conscience phonologique, de denomination automatique rapide, de memoire a court terme verbale, de recherche visuelle, de rappel verbo-visuel, et d'attention visuo-spatiale. En ce qui concerne le domaine phonologique, les eleves dyslexiques sont significativement inferieurs dans toutes les tâches. On observe egalement une inferiorite significative dans les tâches d'attention visuo-spatiale et verbo-visuelles. Nous avons analyse egalement la structure des deficiences cognitives que presentent les eleves dyslexiques. Les resultats montrent que parmi les eleves dyslexiques ceux qui souffrent de multiples difficultes sont les plus nombreux (40,6%), a la fois dans le domaine phonologique et non-verbal. Ces resultats concordent avec l'hypothese que la dyslexie de developpement est une deficience multi-factorielle; la discussion porte sur les consequences theoriques et pratiques.

The Strengths and Difficulties Questionnaire (SDQ) is an instrument developed by Goodman for screening child and adolescent psychopathology. The aim of this study is to contribute to the analysis and validation of the internal structure of the Italian SDQ teacher version (SDQ-T). The SDQ-T was completed by 301 teachers, evaluating 3,302 children aged 3 to 15 years. Exploratory factor analysis (EFA) performed on a portion of the sample ( n = 1,000) led to five interpretable factors, partially different from the original structure: Items 2 and 10 loaded on the Conduct Problems scale instead of that on the Hyperactivity/Inattention scale. Confirmatory factor analyses (CFAs) were performed to compare three different latent structures: the original five-factor structure; a second-order model recently proposed by Goodman, Lamping, and Ploubidis; and structure obtained with the EFA. The latter one showed the best fit. Significant differences by gender and school grade were found. The Italian SDQ-T’s internal structure differed in part from the original instrument; possible causes are discussed.

Alcuni studi mostrano come alle difficolta scolastiche dei bambini con Disturbi Specifici dell'Apprendimento (DSA), si affiancano difficolta di natura emotiva, comportamentale e relazionale, che vanno ad influenzare il benessere psicologico dei bambini stessi e dei loro genitori. In questo articolo vengono analizzati i risultati della somministrazione del Questionario sul Benessere Scolastico-versione per genitori (QBS-G), che valuta diversi aspetti dell'integrazione scolastica dei bambini con DSA e i vissuti dei loro genitori. In questo studio pilota viene misurata la validita della struttura interna del questionario con un'analisi fattoriale confermativa che mostra risultati accettabili; anche i punteggi di omogeneita interna delle singole sottoscale e del punteggio totale danno risultati da sufficienti a ottimi. I punteggi del questionario ottenuti dai genitori di bambini con DSA (n = 164) vengono confrontati con quelli di genitori di bambini con sviluppo tipico (n = 59), mostrando differenze significative. L'analisi del solo gruppo di genitori con figli con DSA evidenzia delle differenze nei punteggi in base al numero di disturbi in comorbilita (sottoscala Valutazione degli apprendimenti) e all'aver preso parte o meno ad un intervento (sottoscala Rapporto con scuola e insegnanti). Nell'articolo vengono discusse le implicazioni del benessere scolastico in relazione alla valutazione e al trattamento dei bambini con DSA. Parole chiave: Disturbi specifici dell'apprendimento, difficolta d'apprendimento, benessere scolastico, genitori. Abstract Few studies reported emotional, behavioural and relational difficulties in children with Specific Learning Difficulties (SLD), associated with a decline in school wellness. Furthermore, children's difficulties also afflict parents' wellness. In this study the results from the first administration of the Questionnaire on the School Wellness-parents' version (QSW-P), are described. The questionnaire's internal structure is analyzed using a confirmatory factor analysis, that showed acceptable fit indices. Furthermore, the validity analysis showed good psychometric properties of the instrument. The scores from the QSW-P administered to parents whose children have a diagnosis of SLD (n = 164) were compared to questionnaires of parents of children with typical development (n = 59): the two groups showed significant difference in some sub-scales of the questionnaire. Analyses run on the SLD group, showed differences in the QSW-P scores based on comorbidity (subscale Evaluation of learning processes) and on taking part in an intervention (subscale Relationship with teachers and school). The results of the QSWP in relationship with assessment and treatment of children with SLD are discussed.