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In this study, we investigated whether the difficulties in body motion (BM) perception may led to deficit in emotion recognition in Autism spectrum disorder (ASD). To this aim, individuals with high-functioning ASD were asked to recognise fearful, happy, and neutral BM depicted as static images or dynamic point-light and full-light displays. Results showed slower response times in participants with ASD only in recognising dynamic stimuli, but no group differences in accuracy. This suggests that i) a deficit in action chaining mechanism in ASD may prevent the recognition of dynamic BM automatically and rapidly, ii) individuals with ASD and high cognitive resources can develop alternative--but equally successful--strategies to recognise emotional body expressions. Implications for treatment are discussed

Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement. [ABSTRACT FROM AUTHOR]

The transition to distance learning during the COVID-19 pandemic uncovered criticalities in the participation of students with special educational needs. The BESt-DaD project responded to these difficulties by developing a user-friendly online platform aimed at accommodating these students' neurocognitive profiles, ultimately promoting inclusion. Together with the platform, specific adapted activities and personalized digital didactic materials were designed, and a training program was implemented to support teachers in using BESt-DaD's tools and functionalities. The effectiveness of BESt-DaD platform and the associated teacher training program were evaluated by questionnaires. Results showed that teachers who participated in the project appreciated the platform's accessibility and its positive effect on learner motivation and classroom interactions. Moreover, the ad hoc training motivated teachers to revise their educational-teaching methods with an inclusive approach. Although developed for distance learning, the BESt-DaD can be integrated into face-to-face teaching to promote the participation and inclusion of students with special educational needs. [ABSTRACT FROM AUTHOR]

Assessing executive functions in individuals with disorders or clinical conditions can be challenging, as they may lack the abilities needed for conventional test formats. The use of more personalized test versions, such as adaptive assessments, might be helpful in evaluating individuals with specific needs. This paper introduces PsycAssist, a web-based artificial intelligence system designed for neuropsychological adaptive assessment and training. PsycAssist is a highly flexible and scalable system based on procedural knowledge space theory and may be used potentially with many types of tests. We present the architecture and adaptive assessment engine of PsycAssist and the two currently available tests: Adap-ToL, an adaptive version of the Tower of London-like test to assess planning skills, and MatriKS, a Raven-like test to evaluate fluid intelligence. Finally, we describe the results of an investigation of the usability of Adap-ToL and MatriKS: the evaluators perceived these tools as appropriate and well-suited for their intended purposes, and the test-takers perceived the assessment as a positive experience. To sum up, PsycAssist represents an innovative and promising tool to tailor evaluation and training to the specific characteristics of the individual, useful for clinical practice. [ABSTRACT FROM AUTHOR]

This editorial, published in Frontiers in Psychology in 2024, explores the relationship between explicit and implicit emotion processing and the underlying mechanisms involved. It emphasizes the importance of a broader and more inclusive perspective in emotion processing research, particularly in pediatric and clinical populations. The editorial highlights several studies that investigate the interplay between emotion processing and attention, recognition of facial expressions in individuals with anorexia nervosa, social cognition abilities in patients with chronic pain, and the integration of psychological interventions with non-invasive brain stimulation in schizophrenia. The findings suggest that emotions can impact cognitive processes and that methodological choices and individual experiences are influential in emotion processing. The studies presented in this document demonstrate the interdisciplinary nature of emotion research and provide valuable insights into the relationship between emotion and cognitive processes, particularly for pediatric and clinical populations. [Extracted from the article]

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The present study aims to investigate cross-cultural differences and similarities in maternal and children's adjustment to COVID-19 restrictions in Spain and Italy, with reference to determinants of maternal stress. A total of 950 mothers (45.4% from Spain, n = 432, Mage = 39.6, years old, SD = 5.2 and 54.5% from Italy, n = 518, Mage = 40.5, years, SD = 6.4) of children aged 3–17 years old completed questionnaires on sociodemographic and COVID-19 contextual factors, parenting-related variables, and children externalizing behaviors using an online survey. We examined determinants of parental stress in both countries. Mothers reported a significant increase in parental stress and child externalizing behaviors during COVID-19 home confinement, with more remarkable perceived changes in the Spanish group. Hierarchical linear regressions showed that child age and externalizing behaviors, maternal psychological distress, quality of coparenting and pre-COVID-19 levels of parental stress significantly predicted parental stress in both Italian and Spanish mothers during the pandemic. Results confirmed the negative psychological impact of COVID-19 home confinement on parents and children across countries and revealed common underlying factors responsible for parental stress in Italy and Spain. These findings highlighted the need for communitarian preventive programs to reduce mental health difficulties and parental stress in mothers and behavioral difficulties in children during pandemic restrictions. Particular attention should be paid to young mothers and children, and the key role of positive partner support and coparenting relationships should be considered. [ABSTRACT FROM AUTHOR]

Evidence of psychological distress in families during COVID‐19 outbreak are arising. However, the perceived changes in psychological adjustment during home confinement with respect to the period before the pandemic have not been addressed yet. Moreover, little is known about the role of coparenting and specific COVID‐19 contextual variables on parental stress and children's behavioral difficulties in the Italian context. Using a cross‐sectional survey, we collected data on 841 Italian parents of children aged 3–11 years with typical development during the home confinement (20th April–18th May). We analyzed levels of parental stress, coparenting, and child externalizing behaviors before and during the home confinement. Additionally, hierarchical regressions were performed to investigate predictors of parental stress and child externalizing behaviors during the lockdown. Results showed that parental stress (especially in mothers) and child externalizing behaviors increased during the lockdown period. Coparenting was a strong predictor of parental stress, together with being a mother, younger child age, less time dedicated to the child, and scarce feasibility of remote working. Besides, child externalizing behaviors were predicted by male gender, less parental time dedicated to the child, higher parental stress, and child distance learning workload. Our findings indicate a negative impact of COVID‐19 lockdown in both parents and children, suggesting that positive coparenting and time dedicated to children may help to reduce the detrimental effect of pandemic restrictions on family adjustment. [ABSTRACT FROM AUTHOR]

Parents and children form a family: their characteristics balance personal and family well-being with healthy levels of stress. Research on parents of children with Autism Spectrum Disorder (ASD) demonstrated that higher levels of parental stress are associated with communication impairment, a core symptom of ASD. The aim of this article is to discuss the connection between non-verbal communication impairment and parental psychological distress, in families with children with ASD. The interaction between atypical communication and distress of parents likely determines a cascade effect on the parent-child dyad; in fact, it decreases the quality and frequency of interactions, preventing the establishment of a healthy parent-child relationship and leading to a series of collateral problems. To this perspective, guiding the parents to reframe their children's atypical communicative behaviour can relieve parental stress and reprogram the interactional routine. This observation stresses the importance of interventions centred on the dyad, especially during early development and soon after the diagnosis, when the communicative impairment may be extremely severe. [ABSTRACT FROM AUTHOR]

Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD's difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies. [ABSTRACT FROM AUTHOR]