Speech therapy interventions in SLD – DYSCALCULIA

Diagnosis and treatment according to the recommendations of the Consensus Conference

Product: Book

Trim size in cm: 17x24cm

Pages: 384

ISBN: 978-88-590-0417-2

Publication date: 01/11/2013


The «Speech therapy in childhood and adolescence» series continues with this book on Dyscalculia, which aims to provide a general overview of the problems associated with learning.
The book is written for speech therapists but through a multi-professional approach also reaches out to and involves all those specialists who deal with learning disorders, both at a diagnostic and therapeutic level, reinforcing the need  — which is also ratified by new legislation on the matter — to approach specific problems using an interdisciplinary team approach.
Speech therapy Interventions in SLD – Dyscalculia is divided into five parts. The first provides in-depth analysis of models of neurocognitive development of arithmetic competences, the second talks about the importance of prevention through early intervention at pre-school age, the third deals with actual Developmental Dyscalculia, with in-depth analysis of functioning profiles, diagnostic tools on offer and rehabilitation ideas; the fourth tackles the delicate problem of managing Dyscalculia in a school environment, suggesting potential teaching programmes, strategies and compensatory tools differentiated for each school level; the book ends with a reflection on other difficulties in the arithmetic area, such as mathematical problem solving and non-specific calculation difficulties.

Presentation of the «Speech therapy in childhood and adolescence» series (Luigi Marotta and Tiziana Rossetto)
Introduction (Andrea Biancardi, Enrica Mariani and Manuela Pieretti)

PART ONE Developing arithmetical competences
Neurocognitive start-up systems in learning numbers and calculations (Manuela Piazza)
The evolution of interpretation models in atypical development of calculation abilities (Luisa Girelli)

PART TWO Pre-school children: building and development programmes
Supporting numerical cognition and preventing difficulties at pre-school age (Martina Brazzolotto and Daniela Lucangeli)
Developing arithmetic competences: a project involving children in their last year of nursery school (Cristina Caciolo)
From prevention to rehabilitation in a child neuropsychiatry centre (Rosa De Maio, Oriana Cappellini, Greta Masciadri and Raffaela Valsecchi)

PART THREE Difficulties in learning numbers and calculations
Levels of morbidity between dyslexia, dysorthography and dyscalculia (M. Cristina Cutrone and Andrea Biancardi)
Developing calculation abilities. Underlying systems and processes: from biunivocal correspondence to the Executive Attention System (Francesco Benso, Eleonora Ardu and Alessandra Giacobbe)
Numerical cognition and calculation strategies in secondary school: research results (Christina Bachmann and Lauro Mengheri)
Recognising and diagnosing developmental dyscalculia (Andrea Biancardi, Christina Bachmann and Claudia Nicoletti)
Specific difficulties in numbers and calculations: rehabilitation (Enrica Mariani and Manuela Pieretti)
APPbilitation of the number and calculation system (Monja Tait)

PART FOUR Dyscalculia at school
Children with dyscalculia in primary schools: five things to do (Luciana Lenzi and Enrico Angelo Emili)
Mathematics and dyscalculia in lower secondary school: practical recommendations for gaining autonomy (Laura Crivelli and Maddalena Papini)
Teens with dyscalculia in upper secondary school (Lucia Ferlino and Luigi Oliva)

PART FIVE Beyond dyscalculia 
Difficulties in resolving mathematical problems (M. Chiara Passolunghi and Elisa Cargnelutti)
Numerical and calculation abilities in intellectual disabilities (Luigi Marotta, Serena Rossi, Fortunata Salvaguardia and Cristina Caciolo)

The "Speech Therapy in childhood and adolescence" series

Edited by Luigi Marotta, in collaboration with the FLI – Federation of Italian Speech Therapists

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.


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.



Rehabilitation programmes

Rehabilitation intervention manuals, which are extremely practical in nature and always evidence based.


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 (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.