Diagnosis and treatment according to the recommendations of the Consensus Conference
Trim size in cm: 17x24cm
Publication date: 01/11/2012
Out of all the Specific Learning Disorders dyslexia is the difficulty that manifests earliest. For many children, it is just a transitory delay but for some children the difficulties persist, despite their efforts and the efforts and attention of their teachers and their family. The recent clinical recommendations drawn up by the Consensus Conference in collaboration with the Higher Institute of Health offer a number of practical suggestions and act as a useful and indispensable clinical guide.
Starting from these considerations, the book illustrates the methods of assessment and intervention in specific reading disorders which are currently most appropriate. It analyses and discusses the different components of the disorder, from diagnosis to treatment, presenting practical suggestions for assessment and explicative clinical cases.
It offers – in line with the conviction that it is no longer possible to disregard a multi-professional approach, both in diagnostic and therapeutic phases – contributions from speech therapists, child neuropsychiatrists, neurologists, psychologists and therapists in child and adolescent neuro-rehabilitation, working within interdisciplinary teams in referring children with specific learning disorders (SLD).
The book is divided into four sections and:
– describes classification criteria for SLD according to the Consensus Conference guidelines;
– tackles topics regarding risk indicators and strategies for developing the prerequisites for school learning;
– deals with assessment and diagnosis;
– offers, through the description of clinical cases as well, various intervention ideas and treatment methods.
The structuring of the contributions into short chapters with extremely practical references means the book is easy to consult and enables readers to easily and rapidly find the content they are looking for.
FLI (Federation of Italian Speech Therapists)
- Presentation of the «Speech therapy in childhood and adolescence» series (Luigi Marotta and Tiziana Rossetto)
– PART ONE – SLD: from a nosographic overview to guidelines
Theoretical overview of reading disorders: a review of the most recent contributions to scientific literature; Guidelines for specific learning disorders: from the AID Consensus to Recommendations by the Higher Institute of Health; Law 170/2010: opportunities for synergic action between families, schools and the healthcare service for the educational success of people with SLD; Intervention recommendations set out by MIUR; assessment and treatment of SLD in light of the Higher Institute of Health guidelines: the clinical role of the speech therapist
– PART TWO – Risk indicators and development strategies
Pre-school children: early indicators and support activity; support training in the educational and school field; phonological workers
– PART THREE – Assessment and diagnosis
The assessment of SDL in light of the Consensus Conference; Beyond assessment: clinical and developmental changes; Diagnosis in secondary school
– PART FOUR – Intervention proposals
Treating reading and writing difficulties using the phonological-lexical approach; treatment using the Bakker method; cognitive-functional training; treatment in summer camps for SLD; metacognitive and motivational group training; a path towards autonomy; IT aids in managing specific reading disorders
A series for disseminating knowledge on interventions in developmental disorders using an evidence-based scientific approach.
It targets speech therapists but in actual fact is of interest to all those who work in rehabilitation, due to its inter-disciplinary spirit and multiprofessional approach.
CHARACTERISTICS OF THE SERIES
The series, in light of cultural changes introduced by EBM, aims to include contributions from those who, through training and experience, are involved on a daily basis in speech therapy interventions in developmental disorders, as part of an inter-disciplinary team caring for these children. The intent is to offer a panorama of rehabilitation proposals for different development profiles, together with a general overview of the various problems, offering new insights or conceptual redefinitions, consolidated approaches or more original initiatives, supported by recognised, plausible models of theoretical reference.
All the books are characterised by an attempt to combine deliberation and enthusiasm, giving space both to contributions from leading clinicians who have been working in the field of developmental disorders for years and from young professionals who are passionately and enthusiastically building their own experiences.
The books are extremely practical in nature, with a presentation of diagnostic criteria, agreed assessment protocols, intervention techniques and clinical cases.
The approach is based on the «biopsychosocial» model, with close attention paid to the child as a person, and to the environment where they live, as well as to neuropsychological correlations.
The series «Speech therapy in childhood and adolescence» is and always will be open to contributions from all those who work with children and adolescents, as the composition of the Scientific Board proves, numbering, in addition to speech therapists of long-standing experience, up and coming young professionals and experts from other disciplines such as psychologists, child neuropsychiatrists, nose, ear and throat specialists and pedagogists.
TITLES IN THE SERIES
Rehabilitation intervention manuals, which are extremely practical in nature and always evidence based.
AREAS OF INTEREST OF SPEECH THERAPISTS
Over the last few years speech therapists' areas of interest within the field of developmental disorders have multiplied and changed, requiring ever more specialised competences. What is more, the number of children born in disadvantageous conditions is still high. These children manifest pathologies which can alter cognitive and neuropsychological development and can no longer simply be classified as what was once known as «cognitive deficit» (even mental retardation) or «language deficit» or «reading and writing disorder» etc.
Instead these children manifest complex, differing pathologies, although in many cases with comorbidity among them: pathologies which go from specific language or learning disorders to memory and attention disorders, from the effects of connatal or acquired brain lesions, to those of other pathologies, like for example epilepsy or infections from HIV or from treatment with certain medicines.
So what are the best intervention practices, what assessment criteria for appropriacy, efficiency and effectiveness should be used and how should outcomes be measured? The terms appropriacy, good practice, effectiveness indicators, multiprofessional team and so on, are all used on a daily basis by rehabilitators, often mainly to make us feel better and demonstrate our ability to recognise the transformations that the Italian Health System has undergone in the last ten years.
EVIDENCE BASED MEDICINE
Evidence Based Medicine (EBM) has revolutionised the scientific world, as much in practice as in theory. From self-referential medicine, based on the experience and trends of the luminaries, we have moved over to science where proof and scientific evidence count.
A revolution which certainly happened for economic reasons as well, but one that has profoundly changed both principles and tendencies in the complex world of rehabilitation. EBM is, in fact, a cultural movement which quickly spread at an international level, due to the many phenomena which marked the evolution of the methodology of clinical research and scientific information. One of its main objectives was to question the dogmas dictated by traditional models of medicine, liberating health workers from the authority of the opinion leaders, as was once the custom, and offering them the chance to independently and critically assess the quality and validity of their own clinical choices, using experimental and bibliographical data to decide.