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ERIKA BENASSI

Ricercatore t.d. art. 24 c. 3 lett. B
Dipartimento Educazione e Scienze Umane

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Pubblicazioni

2024 - Difficoltà linguistiche in bambini sordi con IC: se fosse Disturbo del Linguaggio? [Relazione in Atti di Convegno]
Benassi, Erika
abstract

2024 - Profilo cognitivo in studenti universitari con DSA: confronto tra studenti con sola dislessia e con DSA di tipo misto [Poster]
Camia, M.; Benassi, E.; Gontkovsky, S. T.; Puddu, M.; Ciaramidaro, A.; Termine, C.; Simeoni, L.; Mauro, M.; Scorza, M.
abstract

2023 - Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder [Articolo su rivista]
Scorza, Maristella; Gontkovsky, Samuel T.; Puddu, Marta; Ciaramidaro, Angela; Termine, Cristiano; Simeoni, Loriana; Mauro, Marcella; Benassi, Erika
abstract

2023 - Psychological health of mothers and siblings of children with autism spectrum disorder during COVID-19 pandemic: New evidence in Italian families [Articolo su rivista]
Camia, M.; Scorza, M.; Lipparini, A.; Martorana, L.; Nardocci, F.; Padovani, R.; Rubichi, S.; Benassi, E.
abstract

Background and aim: Psychological challenges are well recognized in families with a child with Autism Spectrum Disorder (ASD). Instead, less is known about the effects of traumatic scenarios, such as COVID-19, on the psychological health of these families. The main aim of this study was to examine the psychological health of both mothers and typically developing (TD) siblings of children with ASD during the COVID-19 pandemic. We also investigated the relationship between mothers’ psychological resources and their children’s psychological well-being. Method: The sample included 52 mothers and their children: 15 mothers with one child with ASD and at least one TD child (ASD-siblings group) and 37 mothers with one or more TD children (TD control group). The data were collected using an online platform; four stand-ardized questionnaires (GAD-7, BDI-II, CD-RISC 25 and CBCL) were administered. Results: The analyses revealed more internalizing and total behavioral symptoms in the siblings of children with ASD, compared to the TD control group. Regarding the mothers, we did not find differences in depression and anxious symptoms between the two groups. However, the mothers of children with ASD showed a lower resilience than mothers of TD children. Moreover, the psychological well-being of the children was related with the mothers’ anxiety in the ASD-siblings group. Conclusions: Overall, our data show that the COVID-19 outbreak may have been particularly challenging for siblings of children with ASD, and highlight the importance of inten-sifying the psychological support to these families. (www.actabiomedica.it).

2023 - The Moderator Effect of Subthreshold Autistic Traits on the Relationship between Quality of Life and Internet Addiction [Articolo su rivista]
Sulla, Francesco; Camia, Michela; Scorza, Maristella; Giovagnoli, Sara; Padovani, Roberto; Benassi, Erika
abstract

2022 - Adolescenti con e senza DSA dopo due anni di pandemia: esiti psicologici differenti? [Articolo su rivista]
Cattapan, Vanessa; Scorza, Maristella; Camia, Michela; Landini, Alessandra; Benassi, Erika
abstract

2022 - Application to adolescents of a pure set-shifting measure for adults: identification of poor shifting skills in the group with Developmental Dyslexia [Articolo su rivista]
Ferrara, Marika; Benassi, Erika; Camia, Michela; Scorza, Maristella
abstract

2022 - Identifying child maltreatment in the 0-3 age group: A screening protocol for childcare professionals developed within the ECLIPS project. [Abstract in Atti di Convegno]
Blom, J. M. C.; Benassi, Erika
abstract

2022 - Impact of quality of life and autistic traits on Internet Addiction: a study on Italian university students. [Abstract in Atti di Convegno]
Camia, Michela; Giovagnoli, Sara; Benassi, Erika; Padovani, Roberto; Scorza, Maristella
abstract

2022 - Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms [Articolo su rivista]
Benassi, E.; Camia, M.; Giovagnoli, S.; Scorza, M.
abstract

A growing body of literature indicates that children with Specific Learning Disorder (SpLD) are at risk of internalising and externalising problems. Instead, less is known about the factors that may influence this symptomatology. For instance, a few studies investigated the extent to which impaired school well-being could predict internalising and externalising symptomatology. This study aimed first to examine school well-being in SpLD children in a multi-dimensional perspective, from the point of view of the children and their mothers; second, the study analysed relationships between school well-being problems and psychopathological symptoms. Seventy-two children aged 8–10 years, 20 with SpLD and 52 typically developing (TD) children, and their mothers completed the Questionnaire on School Well-being. The mothers also filled in the Child Behaviour Checklist. Compared with TD group, mothers of children with SpLD reported on QBS lower children’s learning performances and worse family–teacher relationships. Closer relationships between QBS scores, i.e. struggles with learning and emotional problems at school, and internalising/externalising symptoms were found in SpLD group. These findings suggest that school well-being problems could negatively influence the psychological development of children with SpLD and highlight the importance of supportive school environment to improve school well-being and overall psychological health of these children.

2022 - Quality of life and its relationship to maternal experience and resilience during COVID-19 lockdown in children with specific learning disabilities [Articolo su rivista]
Benassi, Erika; Bello, Arianna; Camia, Michela; Scorza, Maristella
abstract

Children with special needs have encountered many challenges during the COVID-19 pandemic. Nevertheless, no studies have focused on the Quality of life (QoL) of children with specific learning disabilities (SpLD). This study aimed first to examine the physical, emotional and school dimensions of QoL in a group of primary school children with SpLD. The second goal was to investigate the extent to which the experience and resilience of their mothers were related to the children’s QoL. The sample included 35 children with SpLD and 85 typically developing (TD) children, and their mothers. Three standardised questionnaires were filled in by the mothers. The findings showed that, compared to TD children, those with SpLD reported worse physical health, learning processes and school-related emotional health. Relative to the TD group, the mothers of the children with SpLD experienced more negative emotions and concern towards their children’s difficulties, where these closely correlated with the children’s QoL. Maternal resilience appeared crucial to the emotional health of these children. Our findings were discussed in terms of the need for more inclusive teaching practices that support the learning processes and the psychological health of children with SpLD, and for supporting interventions for their mothers.

2022 - Specific Learning Disorders in young adults: investigating pragmatic abilities and their relationship with Theory of Mind, executive functions and quality of life. [Articolo su rivista]
Camia, Michela; Benassi, Erika; Sara, Giovagnoli; Scorza, Maristella
abstract

2021 - App L'Acchiappasuoni [Relazione in Atti di Convegno]
Baiocchi, Emanuela; Sanalitro, Cristiana; Benassi, Erika
abstract

2021 - Genitori di bambini con Disturbo dello Spettro dell’Autismo durante la pandemia da COVID-19: effetti di ansia e resilienza sul benessere dei fratelli e delle sorelle [Relazione in Atti di Convegno]
Camia, Michela; Scorza, Maristella; Lipparini, Andrea; Martorana, Lorelay; Nardocci, Franco; Padovani, Roberto; Benassi, Erika
abstract

2021 - Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System? [Articolo su rivista]
Benassi, Erika; Boria, Sonia; Teresa Berghenti, Maria; Camia, Michela; Scorza, Maristella; Cossu, Giuseppe
abstract

2021 - Morpho-syntactic impairment in children with cochlear implant: consequence of hearing loss or concomitant damage to the linguistic system? [Poster]
Benassi, Erika; Boria, Sonia; Teresa Berghenti, Maria; Cossu, Giuseppe
abstract

2021 - Relationships between pragmatic abilities, school well-being and psychological health in typically developing children [Articolo su rivista]
Camia, M.; Benassi, E.; Padovani, R.; &, ; Scorza, M.
abstract

Background: A growing body of literature shows relationships between behavioral problems and pragmatic abilities in children with neurodevelopmental disorders. However, the link between pragmatic skills, school well-being and psychological health in typically developing children is still under explored. The present study was aimed at an analysis of the relationships between well-being, behavioral problems, and pragmatics in Italian children from the general population. Methods: The sample included sixty typically developing children, their mothers, and their teachers. The mothers completed the Children’s Communication Checklist, second edition, the Questionnaire on School Well-being and the Child Behavior Checklist, questionnaires that evaluate children’s pragmatic abilities, school well-being, and psychopathological symptoms, respectively. The teachers completed the Questionnaire on School Well-being. Results: Close relationships between pragmatic abilities and school well-being were found. In particular, according to both mothers and teachers, Stereotyped language and Use of context were the two pragmatic variables most strongly associated with school well-being. Pragmatic abilities were also linked to externalizing and internalizing symptoms and with specific behavioural problems such as social and attentional problems. Conclusions: This study sheds light on the close relationships between pragmatic abilities and school well-being and psychological health in typically developing children. We discuss the relevance of focusing attention on early pragmatic competences in children and the importance of considering the school as a crucial setting for psychological assessment and interventions.

2021 - Which relationships between pragmatic difficulties and Theory of Mind, Executive Functions and Quality of Life in young adults with Specific Learning Disorder? [Poster]
Camia, Michela; Benassi, Erika; Scorza, Maristella
abstract

2020 - Quale relazione tra malessere scolastico e sintomi psicopatologici in bambini con Disturbo Specifico dell’Apprendimento (DSA)? [Poster]
Benassi, E.; Camia, M.; Scorza, M
abstract

2020 - The role of perceived learning environment in scholars: A comparison between university students with dyslexia and normal readers. [Capitolo/Saggio]
Gennaro, A.; Scorza, M.; Benassi, E.; Zonno, M.; Stella, G.; Salvatore, S.
abstract

2020 - Women During the Covid-19 Lockdown: More Anxiety Symptoms in Women With Children than Without Children and Role of the Resilience [Articolo su rivista]
Benassi, E.; Vallone, M.; Camia, M.; Scorza, M.
abstract

Backgrounds. In addition to being a public physical health emergency, Coronavirus disease 2019 (COVID-19) has been identified as a psychological health emergency of global concern. The emergency measures implemented by the Italian Government from March to June 2020 included drastic limitations to living conditions that may have impacted on women with children in particular. Nevertheless, few studies focused on them investigating psychopathological consequences of lockdown and protective factors for mental health.Aims. First aim was to examine differences on generalized anxiety symptoms between working women with children and without children; second, we investigated whether psychological resilience contributed to low emotional impact of the COVID-19 lockdown.Method. An online survey was administered to 516 working mothers and 514 working women without children. Participants responded to Generalized Anxiety Disorder Scale (GAD7) and Connor-Davidson Resilience Scale (CD-RISC 25).Results. Significant differences emerged between the two groups, with higher symptoms and percentages of generalized anxiety disorders (GADs) in the group of mothers relative to women without children. Regression analysis showed that CD-RISC 25 score, more than having/not having children, had a predictive effect on GAD7 score, concurring to reduce anxiety symptoms.Conclusions. Our findings suggest that dealing with lockdown was a particularly stressful experience for working mothers who had to balance personal life, work, and raising children without other resources. Resilience may be a protection against emotional problems and supportive interventions should be implemented in the present and in the future to promote mental health in this population.

2019 - Developmental trajectories of set-shifting ability from childhood trough adolescents [Poster]
Ferrara, Marika; Camia, Michela; Benassi, Erika; Scorza, Maristella
abstract

Among the Executive Functions (FE), the capacity of set-shifting, ie the ability to quickly and flexibly program responses that change during the course of work (Best et al., 2009), is poorly investigated in the developmental age. To date, there is no evidence that specifically assesses set-shifting skills in Italian school-age children. The objective of our study is to administer the alternate verbal fluency test of Costa et al. (2014) to a large sample of children and adolescents in order to collect normative data in the developmental age. The results suggest that set-shifting ability of children and adolescents improves with age in a linear and progressive way and that compared to what is shown in adulthood (Costa et al., 2010), in children and adolescents the set-shifting abilities appear more pronounced than those of FF.

2019 - I disturbi specifici dell’apprendimento: caratteristiche cliniche [Capitolo/Saggio]
Scorza, Maristella; Ghidoni, Enrico; Ferrara, Marika; Benassi, Erika
abstract

2019 - Prerequisiti degli apprendimenti e screening per l'identificazione precoce di segnali di rischio in età prescolare [Capitolo/Saggio]
Benassi, Erika; Stefanelli, Silvia
abstract

2019 - Set-shifting profile in students with Dyslexia [Poster]
Camia, Michela; Ferrara, Marika; Benassi, Erika; Scorza, Maristella
abstract

Aim. In the recent literature the role of the Executive Functions (EFs) in dyslexia has became a crucial field of interest. In several studies dyslexia has been associated with EFs impairments, whereas other authors didn’t describe any association between dyslexia and difficulties in EFs tasks. Moreover, the main studies evaluating EFs have focused on planning, problem solving, and working memory. Only few studies have investigated the ability of set-shifting, that seems to have a central role in the linguistic elaboration. This study analyzes the set-shifting ability in students with Developmental Dyslexia and in typically developing peers. Method. The sample included 30 students (aged 11 to 14) with a diagnosis of developmental dyslexia (DD) and 124 typically developing peers (TD). Three abilities were assessed: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF) through a task already used and standardized for adults (Costa, 2014). Results. Data show a significant difference between the two groups in all the three tasks. We found a lower performance in DD with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. Conclusion. The study confirms the hypothesis of impairments in the executive component represented by set-shifting in adolescents with dyslexia. These findings underline the importance of evaluating this EFs in the clinical setting to better describe the cognitive profile.

2019 - The role of perceived learning environment in scholars: A comparison between university students with dyslexia and normal readers [Articolo su rivista]
Gennaro, Alessandro; Scorza, Maristella; Benassi, Erika; Zonno, Maria Giuseppa Pia; Stella, Giacomo; Salvatore, Sergio
abstract

Studies focusing the role of anxiety and depressive symptoms in young adults with learning disorders show mixed results and few studies examined the effect of environmental factors on learning disorders. According to a socio-cultural perspective the present work aims to shed light on the role of perceived learning environment, namely school environment, relationship with peers and family support, as factor moderating the insurgence of anxiety and depressive symptoms in university students with dyslexia. The study involved 51 university students: 19 dyslexics and 32 non-dyslexic students. Anxiety and depressive symptoms among the participants were examined with the Self-Administered Psychiatric Scales for Children and Adolescents (SAFA), while perceived school environment has been detected throughout Protective Factor Questionnaire (PFQ). A MANOVA tested a significant interaction effect concerning protective factors, Dyslexia condition and anxiety and depression symptoms. The following between subjects effects based on a descriptive discriminant analysis shed light on the role of perceived learning environment in moderating university scholars depressive and anxiety feelings. Results highlighting the different role of perceived learning environment in anxiety depressive symptoms are discussed in terms of environment’s role as moderating the insurgence of internalizing symptoms experiences that extend in student’s career beyond the diagnosis.

2019 - THE WORD CHAIN TEST: A SHORT COLLECTIVE SCREENING FOR IDENTIFICATION OF CHILDREN AT RISK FOR READING DISABILITIES [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Boni, CLAUDIA DARIA; Stella, Giacomo
abstract

Currently, no short collective screening measure effectively assesses silent word decoding skills in Italian primary and secondary school children. Jacobson (1995) described a test of silent words recognition, called Word Chain Test (WCT), which appeared a valid method for detecting children with reading difficulties. The aim of the present study was to validate an Italian version of the WCT. In Study 1, we presented normative data in a sample of 1,154 children from Grade 1 to Grade 8, and measured both concurrent validity and internal consistency. We calculated a word recognition index (WRI) which, controlling for visuospatial and speed factors, seemed to provide a good assessment of the word recognition ability. In Study 2, we evaluated whether the WCT could discriminate a clinically identified population of children with dyslexia from typical children. Advantages and recommendations on the use of the WCT by teachers were discussed

2019 - Traiettorie linguistiche divergenti nel bambino con impianto cocleare. Analisi longitudinale di due casi con disturbo della morfosintassi. [Relazione in Atti di Convegno]
Benassi, E.; Boria, S.; Mastroprimiano, E.; Berghenti, M. T.
abstract

2018 - Does early object exploration support gesture and language development in extremely preterm infants and full-term infants? [Articolo su rivista]
Zuccarini, Mariagrazia; Guarini, Annalisa; Marie Iverson, Jana; Benassi, Erika; Savini, Silvia; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra
abstract

Background: An increasing body of research on typically and atypically developing infants has shown that motor skills play an important role in language development. To date, however, the role of specific object exploration skills for early gesture and vocabulary development has not been investigated in extremely low gestational age infants (ELGA, GA < 28 weeks), who are at greater risk for motor and language delays than full-term (FT) infants. Purpose: This longitudinal study examined relations between 6-month active exploratory beha- viors and 12- month word comprehension, gestures and vocal production, controlling for cog- nitive performance and neonatal condition (ELGA vs FT). Methods: Forty infants, 20 ELGA and 20 FT, and their mothers participated in the study. Mother- infant play interaction was video-recorded at 6 and 12 months. Oral and manual object ex- ploration at 6 months and spontaneous gestures and vocal production at 12 months were coded. Word comprehension was evaluated with the Italian version of the MacArthur-Bates CDI parent questionnaire at 12 months. Cognitive performance was examined with the Griffiths Mental Developmental Scales at 6 months and the Bayley-III Scales at 12 months. Results: Regression analyses showed that after accounting for cognitive performance and neo- natal condition, oral exploration was related to word comprehension, and manual exploration to gestures and vocal production in the overall sample. Conclusions: Cascading effects of specific object exploration skills on gestures and language comprehension and production in preterm infants and FT infants are discussed. Clinical im- plications for early assessment of and interventions involving object exploration skills, which may affect language development, are considered for the preterm population.

2018 - Does early object exploration support gesture and vocabulary acquisition in extremely preterm and full-term infants? [Poster]
Zuccarini, M.; Guarini, A.; Benassi, E.; Savini, S.; Iverson, J. M.; Sansavini, A.
abstract

2018 - Dyslexia and psychopathological symptoms in Italian university students: a higher risk for anxiety disorders in male population? [Articolo su rivista]
Scorza, M.; Zonno, M.; Benassi, E.
abstract

Objectives Although socio-emotional problems are well documented in children and adolescents with dyslexia, little is known about the psychopathological consequences that the dyslexia may have in university students. It is possible to hypothesize a significant discouragement in dyslexics enrolled at university, as a result of their learning difficulties, which may result in psychopathological disorders secondary to these difficulties. This study, for the first time, administered the Self Administrated Psychiatric Scales for Children and Adolescents (SAFA) test to university students and investigated whether male and female university students with dyslexia demonstrated more psychopathological symptoms than males and females without dyslexia. Methods This study involved a total of 80 monolingual Italian university students: 27 students with dyslexia (16 males and 11 females) and 53 non-dyslexic students (21 males and 32 females). The mean age of the dyslexic group was 19.87 (SD = 1.21) and that of the control group was 21.51 (SD = 1.27). Psychiatric symptoms were examined with the standardized SAFA test. We administered to our groups the Anxiety, Depression, Obsessive-compulsive disorders, Psychogenic eating disorders, Somatic symptoms and hypochondria scales and subscales. Mann-Whitney tests were conducted to assess potential differences in the SAFA scales and subscales both between male university students with dyslexia and without dyslexia and between females with dyslexia and without dyslexia. Results Relative to males without dyslexia, the male students with dyslexia obtained significantly higher scores on SAFA Total Anxiety scale and on Social Anxiety, School/university Anxiety and Insecurity subscales. No significant differences were found on the SAFA scales and subscales between the two group of female university students. Examining the number of university students who fell within pathological range we found a higher number of male students with dyslexia that appeared to show psychopathological disorders on almost all the SAFA scales and subscales, relative to the control group. Conclusions Despite our findings should be considered as preliminary results, our study provides evidence that the psychopathological consequences of the dyslexia appear to be life-long. The present work had the strength of focusing on university students with dyslexia, that have been under-investigated to date, and of examining male and female university students with dyslexia separately. The males appear at higher risk for anxiety disorders than females with dyslexia. Thus, our results call attention to the importance of separately considering male and female university students with dyslexia when their psychiatric symptoms are investigated. Finally, our preliminary data seem to provide support to the effectiveness of the SAFA test for the identification of psychopathological conditions and for suggesting deeper examination and specific interventions in young adults.

2018 - Emotional and behavioural features in children with SLD: different opinions between parents. [Relazione in Atti di Convegno]
Camia, M.; Scorza, M.; Benassi, E.
abstract

2018 - Le abilità di esplorazione dell’oggetto precoci supportano i gesti e l’acquisizione del vocabolario nei bambini nati estremamente pretermine e nati a termine? [Poster]
Zuccarini, M.; Guarini, A.; Benassi, E.; Savini, S.; Iverson, J. M.; Sansavini, A
abstract

2018 - Maternal responses and communication development in extremely preterm infants. [Relazione in Atti di Convegno]
Sansavini, A.; Benassi, E.; Guarini, A.; Savini, S.; Caselli, M. C.; Iverson, J. M.
abstract

2018 - Maternal responses and development of communication skills in extremely preterm infants [Articolo su rivista]
Benassi, E.; Guarini, A.; Savini, S.; Iverson, J. M.; Caselli, M. C.; Alessandroni, R.; Faldella, G.; Sansavini, A.
abstract

The present study examined maternal responses to infants’ spontaneous communicative behaviors in a sample of 20 extremely-low-gestational-age (ELGA) infants and 20 full-term (FT) infants during 30 minutes of play interaction when infants were 12 months of age. Relations between maternal responses and infants’ communication skills at 12 and 24 months were investigated. Maternal responses were coded according to their contingency and degree of relevance to the infant’s communicative signal. Despite the less advanced gestural abilities of ELGA infants, their mothers produced high percentages of contingent and relevant responses, as did mothers of their FT peers. Maternal contingent and highly relevant responses (i.e., those with a repeated label) were associated with ELGA infants’ receptive and expressive communication skills at 12 months and predicted expressive communication skills at 24 months. Results suggest that contingent maternal responses with a repeated label following infants’ spontaneous communicative behaviors support communicative development, particularly among ELGA infants.

2018 - Psychopathological symptoms in Italian children and adolescents with Specific Learning Disorder: What do mothers and fathers report about? [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Gennaro, Alessandro; Bruganelli, Chiara; Stella, Giacomo.
abstract

International literature provides evidence that Specific Learning Disorders (SLD) may be associated with multiple dimensions of psychopathology. In contrast, only a small number of studies have focused on emotional and behavioral problems in Italian children and adolescents with SLD. The Child Behavioral Checklist (CBCL) is a measure of psychopathological symptoms widely-used in the clinical contexts in Italy. We therefore conducted a preliminary study examining mothers’ and fathers’ reports on all of the eight CBCL syndrome subscales. First aim was to examine the mothers’ ratings on CBCL in a group of 22 Italian children and adolescents with SLD (mean age = 12.31, SD = 2.88) and 29 peers without SLD (mean age = 10.96, SD = 2.74). Second, concordances and differences between mothers and fathers of these children on CBCL were investigated. The children and adolescents with SLD obtained significantly higher Internalizing and Externalizing Total Scores, compared to peers without SLD. We discussed the relevance of early identifying Italian children with SLD to early contrast the risk of emotional and behavioral problems in these children. These findings underscore the need for further examination of the mother-father agreement on measures of psychopathological problems.

2018 - Psychopatological symptoms in Italian children and adolescents with specific learning disorder: what do mothers and fathers report about? [Relazione in Atti di Convegno]
Scorza, M.; Benassi, E.
abstract

2018 - Sintomi psicopatologici in bambini con disturbo specifico dell’apprendimento (DSA): differenze tra quanto riportano madri e padri. [Poster]
Benassi, E.; Scorza, M.
abstract

2018 - Traiettorie linguistiche divergenti nel bambino con impianto cocleare. Analisi longitudinale di due casi con disturbo della morfosintassi. [Articolo su rivista]
Boria, Sonia; Mastroprimiano, Emanuela; Benassi, Erika; Teresa Berghenti, Maria
abstract

I bambini con sordità congenita che ricevono un impianto cocleare (IC) mostrano un’ampia variabilità nell’acquisizione di competenze linguistiche. In questo studio abbiamo analizzato le traiettorie linguistiche di tre bambine sorde con IC, confrontandole con un gruppo di controllo di pari età. I risultati evidenziano che due casi presentano un disturbo linguistico e un caso, benché impiantato tardivamente, mostra uno sviluppo tipico del linguaggio. Tali dati indicano quindi che le traiettorie linguistiche individuali post-impianto nei bambini sordi non posso es- sere giustificate solo dalla percezione uditiva e/o dall’età dell’impianto. I due casi con disturbo di linguaggio sono stati rivalutati a distanza di 10 anni e il quadro clinico emerso evidenzia un persistente disturbo linguistico di tipo morfosintattico, che è stato rianalizzato qualitativa- mente, data la scarsità di casi descritti longitudinalmente in letteratura. In sintesi, con questo studio su casi singoli si ipotizza che il deficit linguistico dei bambini impiantati possa essere l’esito finale di un danno al sistema linguistico in comorbidità alla sordità profonda.

2018 - XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA [Relazione in Atti di Convegno]
Camia, Michela; Ferrara, Marika; Boni, CLAUDIA DARIA; Scorza, Maristella; Benassi, Erika
abstract

The role of the Executive Functions (EFs) in dyslexia is still unclear. In the recent literature several studies find dyslexia to be associated with an EFs impairment (Beneventi at al. 2010; Willcutt et al., 2005), whereas other authors don’t find any association between dyslexia and difficulties in EFs tasks (Marzocchi et al., 2008). Moreover, the main studies evaluating EFs both in typically developing children and dyslexics have mainly focused on planning and problem solving, and working memory (e.g., Best et al., 2009; Reiter et al., 2005) ) while only few studies have focused on set-shifting. The set-shifting seems to have a central role in the linguistic elaboration, because it permits to rapidly switch between tasks or mental sets (Best et al., 2009). The aim of this study is to investigate the set-shifting abilities in two groups of children, with and without dyslexia, using an Alternate Fluency (AF) task already used and standardized by Costa and colleagues (2014) for adult population. This study involved 22 adolescents, aged 11 to 14, with a diagnosis of developmental dyslexia (DD) and 124 typically developing (TD) peers. Three tasks were administered to two groups: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF). The results show a significant difference between the two groups in all the three tasks. Specifically, we found a lower performance in the adolescents with dyslexia with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. In conclusion, this study supports the hypothesis of difficulties in the executive component represented by set-shifting in adolescents with dyslexia. These data underline the importance of considering this EF in the clinical evaluation and in the description of the cognitive profile of these adolescents.

2017 - Dati preliminari su una prova di apprendimento verbale in età evolutiva. [Poster]
Boni, C. D.; Benassi, E.; Scortichini, F.; Scorza, M.
abstract

2017 - Declarative learning of new real-words in primary and secondary school children: Evidence of consolidation over time [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Boni, Claudia D.; Pinotti, Chiara; Stella, Giacomo
abstract

Recent studies found evidence for improvements of declarative memories after a period of offline consolidation. Most of these studies investigated declarative learning using non-words stimuli. Little is known about consolidation effects in the acquisition of phonologically typical real-words in the native-language. The current study compared primary school children with secondary school children in recognition and delayed recall of novel real-words. The delayed recognition and recall tasks were administered both 15 minutes and 24 hours after training. The results revealed high recognition accuracy of the novel real-words after 15-min delay. In contrast, children's recall ability decreased at the first post-training delayed recall but significantly improved when children were re-tested one day later. Better overall performances were observed in secondary school children. The results of our semantic declarative memory task replicate and extend previous findings showing that children's retention of novel semantic-phonological representations is more robust following a period of sleep.

2017 - Does early object exploration support gesture and vocabulary acquisition in extremely preterm and full-term infants? [Poster]
Zuccarini, M.; Guarini, A.; Benassi, E.; Savini, S.; Iverson, J. M.; Sansavini, A.
abstract

2017 - Italian version of the word chain test: a short collective screening of low word recognition abilities. [Poster]
Scorza, M.; Benassi, E.; Boni, C. D.; Stella, G.
abstract

2017 - Maternal responses and development of communication skills in extremely preterm infants. [Relazione in Atti di Convegno]
Sansavini, A.; Benassi, E.; Guarini, A.; Savini, S.; Caselli, M. C.; Iverson, J. M.
abstract

2017 - Maternal responses to infant’s communicative behaviors and communication development in extremely preterm infants. [Relazione in Atti di Convegno]
Sansavini, A.; Benassi, E.; Guarini, A.; Savini, S.; Caselli, M. C.; Iverson, J. M.
abstract

2017 - Perception of specific learning disorders in parents and teachers. A socio-cultural perspective [Articolo su rivista]
Gennaro, Alessandro; Scorza, Maristella; Benassi, Erika; Stella, Giacomo; Salvatore, Sergio
abstract

Mainstream perspectives about Specific Learning Disorders (SLD) range between the rehabilitative and psychological understanding of SLD. Few studies have been developed to detect SLD perception in school participants in reference to a cultural standpoint. Adopting a social constructivist perspective, which is part of a cultural framework, the present work aims at detecting the cultural models influencing the perception of SLD in a sample of parents and teachers. A multiple choice survey was administered to primary school parents (n = 1095) and teachers (n = 110), and a subsequent multidimensional analysis procedure - consisting of both Multiple Correspondence and Cluster Analysis - allowed the collection of cluster profiles describing SLD knowledge among the sample. Finally, a Chi-Square analysis investigated the significant differences in SLD perception among parents and teachers, taking into account their experience of SLD. The results offer a breakthrough in the study of SLD perception among school participants and stimulate reflection at both a theoretical and intervention level.

2017 - Ricerca e logopedia: un’integrazione possibile? [Relazione in Atti di Convegno]
Battel., I; Benassi, E.; Trovarelli, A.
abstract

2017 - Set-shifting in bambini normolettori e con dislessia: una prova di fluenza verbale alternata. [Poster]
Benassi, E.; Boni, C. D.; Scorza, M.
abstract

2016 - Communicative and motor developmental indexes at 12 months in extremely preterm infants. [Poster]
Sansavini, A.; Benassi, E.; Savini, S.; Guarini, A.; Caselli, M. C.; Iverson, J. M.
abstract

2016 - Comportamenti comunicativi del bambino e risposte materne nell’interazione a 12 mesi: un confronto tra diadi con bambini nati estremamente pretermine e a termine. [Relazione in Atti di Convegno]
Sansavini, A.; Benassi, E.; Guarini, A.; Savini, S.; Caselli, M. C.; Iverson, J. M.
abstract

2016 - Early communicative behaviors and their relationship to motor skills in extremely preterm infants [Articolo su rivista]
Benassi, E.; Savini, S.; Iverson, J. M.; Guarini, A.; Caselli, M. C.; Alessandroni, R.; Faldella, G.; Sansavini, A.
abstract

Despite the predictive value of early spontaneous communication for identifying risk for later language concerns, very little research has focused on these behaviors in extremely low-gestational-age infants (ELGA < 28 weeks) or on their relationship with motor development. In this study, communicative behaviors (gestures, vocal utterances and their coordination) were evaluated during mother-infant play interactions in 20 ELGA infants and 20 full-term infants (FT) at 12 months (corrected age for ELGA infants). Relationships between gestures and motor skills, evaluated using the Bayley-III Scales were also examined. ELGA infants, compared with FT infants, showed less advanced communicative, motor, and cognitive skills. Giving and representational gestures were produced at a lower rate by ELGA infants. In addition, pointing gestures and words were produced by a lower percentage of ELGA infants. Significant positive correlations between gestures (pointing and representational gestures) and fine motor skills were found in the ELGA group. We discuss the relevance of examining spontaneous communicative behaviors and motor skills as potential indices of early development that may be useful for clinical assessment and intervention with ELGA infants.

2016 - Infants' communicative behaviors and maternal responses in extremely preterm mother-infant dyads at 12 months. [Relazione in Atti di Convegno]
Sansavini, A.; Benassi, E.; Guarini, A.; Savini, S.; Caselli, M. C.; Iverson, J. M.
abstract

2015 - Effetti di interferenza della memoria di lavoro sulla comprensione di frasi in bambini prescolari. [Poster]
Benassi, E.; Pettenati, P.; Caselli, M. C.
abstract

2015 - Extra-linguistic influences on sentence comprehension in Italian-speaking children with and without specific language impairment. [Articolo su rivista]
Pettenati, P.; Benassi, E.; Deevy, P.; Leonard, L. B.; &, ; Caselli, M. C.
abstract

2015 - Produzioni gestuali e vocali precoci e abilità motorie in bambini nati estremamente pretermine e a termine. [Relazione in Atti di Convegno]
Benassi, E.; Savini, S.; Iverson, J. M.; Guarini, A.; Caselli, M. C.; Sansavini, A.
abstract

2015 - Sviluppo fonologico in età prescolare in bambini nati pretermine. [Relazione in Atti di Convegno]
Sansavini, A.; Savini, S.; Guarini, A.; Benassi, E.; Guasconi, E.; Marini, A.
abstract

2013 - Comprensione sintattica e memoria di lavoro in bambini con DSL di età prescolare. [Relazione in Atti di Convegno]
Caselli, M. C.; Pettenati, P.; Benassi, E.
abstract