{"id":2780,"date":"2022-09-18T19:35:43","date_gmt":"2022-09-18T19:35:43","guid":{"rendered":"https:\/\/langs.physio-pedia.com\/developmental-disabilities-in-early-and-middle-childhood-it\/"},"modified":"2022-09-24T05:55:44","modified_gmt":"2022-09-24T05:55:44","slug":"developmental-disabilities-in-early-and-middle-childhood-it","status":"publish","type":"page","link":"https:\/\/langs.physio-pedia.com\/it\/developmental-disabilities-in-early-and-middle-childhood-it\/","title":{"rendered":"Disabilit\u00e0 dello sviluppo nella prima e media infanzia"},"content":{"rendered":"<div class=\"mw-parser-output\">\n<div class=\"editorbox\"><b>Editrice principale<\/b> &#8211; <a title=\"User:Jess Bell\" href=\"\/User:Jess_Bell\">Jess Bell<\/a> sulla base del corso di <a class=\"external text\" href=\"https:\/\/members.physio-pedia.com\/course_tutor\/tracy-prowse\/\" rel=\"nofollow\">Tracy Prowse<\/a><br \/>\n<b>Collaboratori principali<\/b> &#8211; <a class=\"mw-userlink\" title=\"User:Jess Bell\" href=\"\/User:Jess_Bell\"><bdi>Jess Bell<\/bdi><\/a>, <a class=\"mw-userlink\" title=\"User:Kim Jackson\" href=\"\/User:Kim_Jackson\"><bdi>Kim Jackson<\/bdi><\/a>, <a class=\"mw-userlink\" title=\"User:Wanda van Niekerk\" href=\"\/User:Wanda_van_Niekerk\"><bdi>Wanda van Niekerk<\/bdi><\/a>, <a class=\"mw-userlink\" title=\"User:Naomi O'Reilly\" href=\"\/User:Naomi_O%27Reilly\"><bdi>Naomi O&#8217;Reilly<\/bdi><\/a> , <a class=\"mw-userlink\" title=\"User:Tarina van der Stockt\" href=\"\/User:Tarina_van_der_Stockt\"><bdi>Tarina van der Stockt<\/bdi><\/a> , <a class=\"mw-userlink\" title=\"User:Cindy John-Chu\" href=\"\/User:Cindy_John-Chu\"><bdi>Cindy John-Chu<\/bdi><\/a> e <a class=\"mw-userlink\" title=\"User:Rucha Gadgil\" href=\"\/User:Rucha_Gadgil\"><bdi>Rucha Gadgil<\/bdi><\/a><\/div>\n<div id=\"toc\" class=\"toc\" role=\"navigation\" aria-labelledby=\"mw-toc-heading\"><input id=\"toctogglecheckbox\" class=\"toctogglecheckbox\" style=\"display: none;\" role=\"button\" type=\"checkbox\"><\/p>\n<div class=\"toctitle\" dir=\"ltr\" lang=\"en\">\n<h2 id=\"mw-toc-heading\">Contenuti<\/h2>\n<\/div>\n<ul>\n<li class=\"toclevel-1 tocsection-1\"><a href=\"#Introduction\"><span class=\"tocnumber\">1<\/span> <span class=\"toctext\">Introduzione<\/span><\/a><\/li>\n<li class=\"toclevel-1 tocsection-2\"><a href=\"#Movement_Difficulties_-_Hypermobility\"><span class=\"tocnumber\">2<\/span> <span class=\"toctext\">Difficolt\u00e0 di movimento &#8211; Ipermobilit\u00e0<\/span><\/a>\n<ul>\n<li class=\"toclevel-2 tocsection-3\"><a href=\"#1._Muscle_Tone\"><span class=\"tocnumber\">2.1<\/span> <span class=\"toctext\">1. Tono muscolare<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-4\"><a href=\"#2._Hypotonia\"><span class=\"tocnumber\">2.2<\/span> <span class=\"toctext\">2. Ipotonia<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-5\"><a href=\"#3._Benign_Joint_Hypermobility_Syndrome\"><span class=\"tocnumber\">2.3<\/span> <span class=\"toctext\">3. Sindrome da ipermobilit\u00e0 articolare benigna<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-6\"><a href=\"#4._The_Good_News_About_Hypermobility\"><span class=\"tocnumber\">2.4<\/span> <span class=\"toctext\">4. La buona notizia sull&#8217;ipermobilit\u00e0<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li class=\"toclevel-1 tocsection-7\"><a href=\"#Social.2C_Behaviour_and_Movement_Difficulties\"><span class=\"tocnumber\">3<\/span> <span class=\"toctext\">Difficolt\u00e0 sociali, comportamentali e di movimento<\/span><\/a>\n<ul>\n<li class=\"toclevel-2 tocsection-8\"><a href=\"#Social_Communication_Disorder_and_Autism_Spectrum_Disorder\"><span class=\"tocnumber\">3.1<\/span> <span class=\"toctext\">Disturbo della comunicazione sociale e disturbo dello spettro autistico<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-9\"><a href=\"#The_Good_News\"><span class=\"tocnumber\">3.2<\/span> <span class=\"toctext\">La buona notizia<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li class=\"toclevel-1 tocsection-10\"><a href=\"#Learning_and_Behavioural_Difficulties_-_Attention_Deficit_Hyperactivity_Disorder\"><span class=\"tocnumber\">4<\/span> <span class=\"toctext\">Difficolt\u00e0 di apprendimento e comportamentali &#8211; Disturbo da deficit di attenzione e iperattivit\u00e0<\/span><\/a>\n<ul>\n<li class=\"toclevel-2 tocsection-11\"><a href=\"#The_Good_News_2\"><span class=\"tocnumber\">4.1<\/span> <span class=\"toctext\">La buona notizia<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li class=\"toclevel-1 tocsection-12\"><a href=\"#Sensory_Difficulties\"><span class=\"tocnumber\">5<\/span> <span class=\"toctext\">Difficolt\u00e0 sensoriali<\/span><\/a>\n<ul>\n<li class=\"toclevel-2 tocsection-13\"><a href=\"#1._Sensory_Processing_Disorder\"><span class=\"tocnumber\">5.1<\/span> <span class=\"toctext\">1. Disturbo dell&#8217;elaborazione sensoriale<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-14\"><a href=\"#2._Intervention_-_Sensory_Integration_Therapy\"><span class=\"tocnumber\">5.2<\/span> <span class=\"toctext\">2. Intervento &#8211; Terapia di integrazione sensoriale<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-15\"><a href=\"#The_Good_News_3\"><span class=\"tocnumber\">5.3<\/span> <span class=\"toctext\">La buona notizia<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li class=\"toclevel-1 tocsection-16\"><a href=\"#Developmental_Coordination_Disorder\"><span class=\"tocnumber\">6<\/span> <span class=\"toctext\">Disturbo dello sviluppo della coordinazione<\/span><\/a>\n<ul>\n<li class=\"toclevel-2 tocsection-17\"><a href=\"#Interventions\"><span class=\"tocnumber\">6.1<\/span> <span class=\"toctext\">Interventi<\/span><\/a><\/li>\n<li class=\"toclevel-2 tocsection-18\"><a href=\"#The_Good_News_4\"><span class=\"tocnumber\">6.2<\/span> <span class=\"toctext\">La buona notizia<\/span><\/a><\/li>\n<\/ul>\n<\/li>\n<li class=\"toclevel-1 tocsection-19\"><a href=\"#References\"><span class=\"tocnumber\">7<\/span> <span class=\"toctext\">Citazioni<\/span><\/a><\/li>\n<\/ul>\n<\/div>\n<h2><span id=\"Introduction\" class=\"mw-headline\">Introduzione<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span><a class=\"mw-editsection-visualeditor\" title=\"Edit section: Introduction\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=1\">edit<\/a><span class=\"mw-editsection-divider\"> | <\/span><a title=\"Edit section: Introduction\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=1\">edit source<\/a><span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<blockquote><p>&#8220;Le disabilit\u00e0 dello sviluppo sono un gruppo eterogeneo di gravi condizioni croniche dovute a menomazioni mentali e\/o fisiche. Le persone con disabilit\u00e0 dello sviluppo hanno problemi nelle principali attivit\u00e0 della vita, come il linguaggio, la mobilit\u00e0, l&#8217;apprendimento, l&#8217;autoaiuto e la vita indipendente&#8221;.<sup id=\"cite_ref-1\" class=\"reference\"><a href=\"#cite_note-1\">(1)<\/a><\/sup><\/p><\/blockquote>\n<p>Le disabilit\u00e0 dello sviluppo (DD) includono condizioni quali:<sup id=\"cite_ref-:0_2-0\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li><a title=\"Attention Deficit Disorders\" href=\"\/Attention_Deficit_Disorders\">Disturbo da deficit di attenzione e iperattivit\u00e0<\/a> (ADHD)<\/li>\n<li>Autismo<\/li>\n<li>Disabilit\u00e0 intellettiva<\/li>\n<li>Difficolt\u00e0 di apprendimento (ad esempio, disturbo dello sviluppo della coordinazione (DCD) \/ disprassia, disturbo dell&#8217;elaborazione uditiva)<\/li>\n<li>Cecit\u00e0<\/li>\n<li><a title=\"Cerebral Palsy Introduction\" href=\"\/Cerebral_Palsy_Introduction\">Paralisi cerebrale<\/a><\/li>\n<li>Perdita uditiva da moderata a profonda<\/li>\n<li>Convulsioni<\/li>\n<li>Balbuzie \/ balbettio<\/li>\n<li>Altri ritardi nello sviluppo<\/li>\n<\/ul>\n<p>La prevalenza delle DD \u00e8 in aumento. Dal 1997 al 2008, la prevalenza dell&#8217;autismo \u00e8 aumentata del 289,5%, mentre quella dell&#8217;ADHD del 33%.<sup id=\"cite_ref-3\" class=\"reference\"><a href=\"#cite_note-3\">(3)<\/a><\/sup> Il National Health Interview Survey 2009-2017 ha mostrato un aumento del 9,5% nella prevalenza dei disturbi della sfera sessuale nei bambini di et\u00e0 compresa tra i 3 e i 17 anni.<sup id=\"cite_ref-4\" class=\"reference\"><a href=\"#cite_note-4\">(4)<\/a><\/sup><\/p>\n<h2><span id=\"Movement_Difficulties_-_Hypermobility\" class=\"mw-headline\">Difficolt\u00e0 di movimento &#8211; Ipermobilit\u00e0<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Movement Difficulties - Hypermobility\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=2\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Movement Difficulties - Hypermobility\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=2\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<h3><span id=\"1._Muscle_Tone\" class=\"mw-headline\">1. Tono muscolare<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 1. Muscle Tone\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=3\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 1. Muscle Tone\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=3\">modifica fonte<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>Il tono muscolare viene definito come &#8220;la tensione del muscolo rilassato&#8221;<sup id=\"cite_ref-5\" class=\"reference\"><a href=\"#cite_note-5\">(5)<\/a><\/sup>, ossia la quantit\u00e0 di tensione o resistenza all&#8217;allungamento di un muscolo.<sup id=\"cite_ref-:0_2-1\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<h3><span id=\"2._Hypotonia\" class=\"mw-headline\">2. Ipotonia<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 2. Hypotonia\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=4\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 2. Hypotonia\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=4\">fonte di modifica<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>L&#8217;ipotonia viene definita come &#8220;scarso tono muscolare con conseguente flaccidit\u00e0. Si tratta di una resistenza anormalmente ridotta riscontrata con il movimento passivo dell&#8217;articolazione&#8221;.<sup id=\"cite_ref-6\" class=\"reference\"><a href=\"#cite_note-6\">(6)<\/a><\/sup><\/p>\n<p>Esistono diverse cause di ipotonia:<sup id=\"cite_ref-:0_2-2\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Malattia del motoneurone inferiore (cause neurologiche, metaboliche e genetiche)<\/li>\n<li>Infezioni (meningite, poliomielite)<\/li>\n<li>Cause genetiche (sindrome di Down, Prader-Willi, Tay-Sachs, atrofia muscolare spinale, sindrome di Charcot-Marie-Tooth, sindrome di Marfan e sindrome di Ehlers-Danlos)<\/li>\n<li>Cause metaboliche (rachitismo)<\/li>\n<li>Ipotiroidismo congenito<\/li>\n<li>Cause genetiche acquisite (distrofia muscolare)<\/li>\n<li>Ipotonia congenita benigna (BCH)\n<ul>\n<li>NB: la BCH \u00e8 un sintomo, piuttosto che una diagnosi. La diagnosi viene fatta in assenza di altre diagnosi (come ipermobilit\u00e0 articolare, autismo o disturbo dello sviluppo della coordinazione)<\/li>\n<\/ul>\n<\/li>\n<li>Basso tono del tessuto connettivo\n<ul>\n<li>Questa \u00e8 considerata una terminologia migliore per descrivere l&#8217;ipermobilit\u00e0 o l&#8217;aumento della lassit\u00e0 del tessuto connettivo<\/li>\n<\/ul>\n<\/li>\n<li>Ipermobilit\u00e0 articolare\n<ul>\n<li>Questo termine viene utilizzato quando \u00e8 interessato solo il tessuto connettivo delle articolazioni<\/li>\n<\/ul>\n<\/li>\n<li>Sindrome da ipermobilit\u00e0 articolare benigna (BJHS)<\/li>\n<\/ul>\n<h3><span id=\"3._Benign_Joint_Hypermobility_Syndrome\" class=\"mw-headline\">3. Sindrome da ipermobilit\u00e0 articolare benigna (BJHS)<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 3. Benign Joint Hypermobility Syndrome\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=5\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 3. Benign Joint Hypermobility Syndrome\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=5\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>La <a title=\"Benign Joint Hypermobility Syndrome\" href=\"\/Benign_Joint_Hypermobility_Syndrome\">BJHS<\/a> \u00e8 una condizione ereditaria<sup id=\"cite_ref-7\" class=\"reference\"><a href=\"#cite_note-7\">(7)<\/a><\/sup> che causa sintomi muscoloscheletrici in pazienti ipermobili, senza che siano presenti altre caratteristiche reumatologiche. Sembra essere causata da un&#8217;anomalia del collagene o del rapporto tra i sottotipi di collagene.<sup id=\"cite_ref-8\" class=\"reference\"><a href=\"#cite_note-8\">(8)<\/a><\/sup><\/p>\n<div class=\"thumb tright\">\n<div class=\"thumbinner\" style=\"width: 302px;\"><a class=\"image\" href=\"\/File:Beighton_Score.png\"><img loading=\"lazy\" decoding=\"async\" class=\"thumbimage\" src=\"https:\/\/www.physio-pedia.com\/images\/thumb\/8\/82\/Beighton_Score.png\/300px-Beighton_Score.png\" srcset=\"https:\/\/www.physio-pedia.com\/images\/thumb\/8\/82\/Beighton_Score.png\/450px-Beighton_Score.png 1.5x, https:\/\/www.physio-pedia.com\/images\/8\/82\/Beighton_Score.png 2x\" alt=\"\" width=\"300\" height=\"155\"><\/a><\/p>\n<div class=\"thumbcaption\">\n<div class=\"magnify\"><\/div>\n<p>Figura 1. Punteggio di Beighton.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>La diagnosi si basa su un&#8217;esaminazione medica e sull&#8217;uso del <a title=\"Beighton score\" href=\"\/Beighton_score\">punteggio di Beighton<\/a> (vedi Figura 1).<\/p>\n<p>I bambini affetti da BJHS sono soggetti a infortuni o dislocazioni articolari, a una ridotta stabilit\u00e0 e ad una minore capacit\u00e0 di sviluppare la forza muscolare. Potrebbero stancarsi facilmente, lamentare dolori o problemi digestivi, ma i sintomi sono variabili. Tendono ad essere esacerbati durante gli scatti di crescita, l&#8217;adolescenza e i cambiamenti ormonali.<sup id=\"cite_ref-:0_2-3\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> Il 32% dei bambini con BJHS presenta anche disturbi del movimento e della coordinazione.<sup id=\"cite_ref-9\" class=\"reference\"><a href=\"#cite_note-9\">(9)<\/a><\/sup><\/p>\n<p>Per ulteriori informazioni sulla valutazione clinica dell&#8217;ipermobilit\u00e0 articolare generalizzata, si prega di consultare il <a class=\"external text\" href=\"https:\/\/www.ehlers-danlos.com\/2017-eds-classification-non-experts\/clinical-assessment-methods-classifying-generalized-joint-hypermobility\/\" target=\"_blank\" rel=\"nofollow noopener\">sito web<\/a> della Ehlers-Danlos Society.<\/p>\n<h3><span id=\"4._The_Good_News_About_Hypermobility\" class=\"mw-headline\">4. La buona notizia sull&#8217;ipermobilit\u00e0<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 4. The Good News About Hypermobility\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=6\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 4. The Good News About Hypermobility\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=6\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<ul>\n<li>Il rinforzo \u00e8 benefico<sup id=\"cite_ref-10\" class=\"reference\"><a href=\"#cite_note-10\">(10)<\/a><\/sup><\/li>\n<li>Il nuoto, il pilates, l&#8217;arrampicata, l&#8217;equitazione possono essere d&#8217;aiuto (ossia attivit\u00e0 senza impatto):<sup id=\"cite_ref-:0_2-4\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup>\n<ul>\n<li>Se i bambini praticano sport ad alto impatto, potrebbero richiedere giorni di riposo (in particolare se lamentano dolore notturno dopo l&#8217;attivit\u00e0)<\/li>\n<\/ul>\n<\/li>\n<li>Programmi di movimento specifici come <a class=\"external text\" href=\"https:\/\/www.physifun.co.za\/\" rel=\"nofollow\">PhysiFun<\/a> sono vantaggiosi<sup id=\"cite_ref-:0_2-5\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/li>\n<\/ul>\n<p>NB: Se i bambini affetti da BJHS partecipano a danza classica, ginnastica o ballo, \u00e8 importante che evitino di &#8220;bloccare&#8221; le articolazioni. Insegnategli, invece, ad avere &#8220;ginocchia morbide&#8221;. Inoltre, fate attenzione alle posture lordotiche e alla rigidit\u00e0 degli ischiocrurali.<sup id=\"cite_ref-:0_2-6\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<h2><span id=\"Social,_Behaviour_and_Movement_Difficulties\"><\/span><span id=\"Social.2C_Behaviour_and_Movement_Difficulties\" class=\"mw-headline\">Difficolt\u00e0 sociali, comportamentali e di movimento<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Social, Behaviour and Movement Difficulties\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=7\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Social, Behaviour and Movement Difficulties\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=7\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<h3><span id=\"Social_Communication_Disorder_and_Autism_Spectrum_Disorder\" class=\"mw-headline\">Disturbo della comunicazione sociale e disturbo dello spettro autistico<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Social Communication Disorder and Autism Spectrum Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=8\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Social Communication Disorder and Autism Spectrum Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=8\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>Il disturbo della comunicazione sociale (pragmatica) (SCD) \u00e8 una diagnosi relativamente nuova, descritta nel DSM-5. \u00c8 caratterizzata da problemi di comunicazione sociale verbale e non verbale,<sup id=\"cite_ref-11\" class=\"reference\"><a href=\"#cite_note-11\">(11)<\/a><\/sup> ma gli individui affetti da questa condizione non mostrano interessi o comportamenti ristretti e ripetitivi.<sup id=\"cite_ref-12\" class=\"reference\"><a href=\"#cite_note-12\">(12)<\/a><\/sup> Le persone con SCD potrebbero, ad esempio, avere difficolt\u00e0 a prendere la parola a turno, ad adattare la voce, a fare conversazione e a stabilire un contatto visivo.<sup id=\"cite_ref-:0_2-7\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<p>Il disturbo dello spettro autistico (ASD) \u00e8 un disturbo del neurosviluppo che influisce sul modo in cui gli individui comunicano e interagiscono con gli altri. Le condizioni che in precedenza erano considerate come disturbi separati (ad esempio autismo, Asperger) sono ora incluse nel termine ombrello ASD.<sup id=\"cite_ref-13\" class=\"reference\"><a href=\"#cite_note-13\">(13)<\/a><\/sup> L&#8217;ASD include un ampio spettro di disturbi, da lievi a molto gravi.<sup id=\"cite_ref-:0_2-8\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> Le persone con ASD mostrano anche modelli di comportamento, interessi o attivit\u00e0 limitati e ripetitivi.<sup id=\"cite_ref-14\" class=\"reference\"><a href=\"#cite_note-14\">(14)<\/a><\/sup><\/p>\n<p>Altri segni di ASD sono:<sup id=\"cite_ref-:0_2-9\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Conversazioni unilaterali<\/li>\n<li>Discorso robotico monotono<\/li>\n<li>Movimenti e\/o manierismi goffi<\/li>\n<\/ul>\n<p>Sebbene il disturbo motorio non faccia attualmente parte dei criteri diagnostici o della valutazione dell&#8217;autismo, i soggetti con ASD possono presentare anche difficolt\u00e0 motorie.<sup id=\"cite_ref-15\" class=\"reference\"><a href=\"#cite_note-15\">(15)<\/a><\/sup> Queste difficolt\u00e0 motorie potrebbero essere dovute a:<sup id=\"cite_ref-:0_2-10\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Mancanza di consapevolezza del corpo<\/li>\n<li>Evitamento dell&#8217;esercizio a causa della sua natura sociale<\/li>\n<li>Forza limitata<\/li>\n<li>Difficolt\u00e0 a seguire i comandi e a comunicare<\/li>\n<\/ul>\n<div class=\"thumb embedvideo autoResize\" style=\"width: 648px;\">\n<div class=\"embedvideo autoResize\">\n<div class=\"embedvideowrap\" style=\"width: 640px;\"><iframe loading=\"lazy\" title=\"Play video\" src=\"\/\/www.youtube.com\/embed\/FCejya1WWC8?\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<p><sup id=\"cite_ref-16\" class=\"reference\"><a href=\"#cite_note-16\">(16)<\/a><\/sup><\/p>\n<h3><span id=\"The_Good_News\" class=\"mw-headline\">La buona notizia<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=9\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=9\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<ul>\n<li>Vantaggi della comprensione<\/li>\n<li>L&#8217;intervento precoce e l&#8217;esercizio possono essere benefici<sup id=\"cite_ref-:0_2-11\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><sup id=\"cite_ref-17\" class=\"reference\"><a href=\"#cite_note-17\">(17)<\/a><\/sup><\/li>\n<\/ul>\n<h2><span id=\"Learning_and_Behavioural_Difficulties_-_Attention_Deficit_Hyperactivity_Disorder\" class=\"mw-headline\">Difficolt\u00e0 di apprendimento e comportamentali &#8211; Disturbo da deficit di attenzione e iperattivit\u00e0<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Learning and Behavioural Difficulties - Attention Deficit Hyperactivity Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=10\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Learning and Behavioural Difficulties - Attention Deficit Hyperactivity Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=10\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<p>Il disturbo da deficit di attenzione e iperattivit\u00e0 (ADHD) \u00e8 un disturbo del neurosviluppo che colpisce il funzionamento del cervello. Sembra che sia dovuto ad anomalie del sistema dopaminergico e a un&#8217;alterazione dello sviluppo del lobo frontale.<sup id=\"cite_ref-:0_2-12\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> Sebbene la sua causa sia sconosciuta, \u00e8 considerato un disturbo genetico, con fattori ambientali (ad esempio dieta, ambiente fisico e sociale) che giocano un piccolo ruolo nella sua eziologia.<sup id=\"cite_ref-:0_2-13\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><sup id=\"cite_ref-18\" class=\"reference\"><a href=\"#cite_note-18\">(18)<\/a><\/sup><\/p>\n<p>I seguenti fattori possono aumentare il rischio di ADHD:<sup id=\"cite_ref-:0_2-14\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Peso molto basso alla nascita<\/li>\n<li>Nascita prematura<\/li>\n<li>Avversit\u00e0 precoci eccezionali<\/li>\n<\/ul>\n<p>L&#8217;ADHD viene diagnosticato in base ai comportamenti riferiti o alla valutazione psichiatrica. I sintomi principali associati all&#8217;ADHD sono disattenzione, iperattivit\u00e0 e impulsivit\u00e0.<sup id=\"cite_ref-:0_2-15\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> Tuttavia, le abilit\u00e0 motorie fini e grossolane sono compromesse in circa il 30-50% dei bambini con ADHD,<sup id=\"cite_ref-:0_2-16\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><sup id=\"cite_ref-19\" class=\"reference\"><a href=\"#cite_note-19\">(19)<\/a><\/sup><sup id=\"cite_ref-20\" class=\"reference\"><a href=\"#cite_note-20\">(20)<\/a><\/sup> in particolare nel gruppo di bambini con ADHD prevalentemente disattento e combinato.<sup id=\"cite_ref-21\" class=\"reference\"><a href=\"#cite_note-21\">(21)<\/a><\/sup><\/p>\n<p>Questi problemi motori vengono spesso ignorati a causa delle difficolt\u00e0 comportamentali, ma in genere i bambini hanno difficolt\u00e0 con:<sup id=\"cite_ref-:0_2-17\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Vestizione<\/li>\n<li>Scrittura a mano<\/li>\n<li>Imparare ad andare in bicicletta<\/li>\n<li>Allacciare i lacci delle scarpe<\/li>\n<\/ul>\n<h4><span id=\"The_Good_News_2\" class=\"mw-headline\">La buona notizia<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=11\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=11\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h4>\n<ul>\n<li>L&#8217;esercizio fisico pu\u00f2 essere benefico<sup id=\"cite_ref-:0_2-18\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><sup id=\"cite_ref-22\" class=\"reference\"><a href=\"#cite_note-22\">(22)<\/a><\/sup><sup id=\"cite_ref-23\" class=\"reference\"><a href=\"#cite_note-23\">(23)<\/a><\/sup><sup id=\"cite_ref-24\" class=\"reference\"><a href=\"#cite_note-24\">(24)<\/a><\/sup><\/li>\n<li>Obiettivi realistici, pratica dell&#8217;attenzione, motivazione intrinseca possono aiutare, cos\u00ec come il coraggio e la determinazione, il luogo di controllo e la presenza di un campione.<sup id=\"cite_ref-:0_2-19\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/li>\n<\/ul>\n<div class=\"row\">\n<div class=\"col-md-4\">\n<div class=\"thumb embedvideo autoResize\" style=\"width: 258px;\">\n<div class=\"embedvideo autoResize\">\n<div class=\"embedvideowrap\" style=\"width: 250px;\"><iframe loading=\"lazy\" title=\"Play video\" src=\"\/\/www.youtube.com\/embed\/SFnMTHhKdkw?\" width=\"250\" height=\"141\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"text-right\"><sup id=\"cite_ref-25\" class=\"reference\"><a href=\"#cite_note-25\">(25)<\/a><\/sup><\/div>\n<\/div>\n<div class=\"col-md-4\">\n<div class=\"thumb embedvideo autoResize\" style=\"width: 258px;\">\n<div class=\"embedvideo autoResize\">\n<div class=\"embedvideowrap\" style=\"width: 250px;\"><iframe loading=\"lazy\" title=\"Play video\" src=\"\/\/www.youtube.com\/embed\/H14bBuluwB8?\" width=\"250\" height=\"141\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"text-right\"><sup id=\"cite_ref-26\" class=\"reference\"><a href=\"#cite_note-26\">(26)<\/a><\/sup><\/div>\n<\/div>\n<div class=\"col-md-4\">\n<div class=\"thumb embedvideo autoResize\" style=\"width: 258px;\">\n<div class=\"embedvideo autoResize\">\n<div class=\"embedvideowrap\" style=\"width: 250px;\"><iframe loading=\"lazy\" title=\"Play video\" src=\"\/\/www.youtube.com\/embed\/z_VdcDJAlWQ?\" width=\"250\" height=\"141\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"text-right\"><sup id=\"cite_ref-27\" class=\"reference\"><a href=\"#cite_note-27\">(27)<\/a><\/sup><\/div>\n<\/div>\n<\/div>\n<h2><span id=\"Sensory_Difficulties\" class=\"mw-headline\">Difficolt\u00e0 sensoriali<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Sensory Difficulties\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=12\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Sensory Difficulties\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=12\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<h3><span id=\"1._Sensory_Processing_Disorder\" class=\"mw-headline\">1. Disturbo dell&#8217;elaborazione sensoriale<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 1. Sensory Processing Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=13\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 1. Sensory Processing Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=13\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>Il disturbo dell&#8217;elaborazione sensoriale (SPD) \u00e8 caratterizzato da &#8220;compromissioni croniche e significative della modulazione e dell&#8217;integrazione degli stimoli sensoriali&#8221;.<sup id=\"cite_ref-28\" class=\"reference\"><a href=\"#cite_note-28\">(28)<\/a><\/sup><\/p>\n<p>\u00c8 importante notare che le opinioni sono discordanti sul fatto che l&#8217;SPD sia o meno una diagnosi specifica a s\u00e9 stante,<sup id=\"cite_ref-29\" class=\"reference\"><a href=\"#cite_note-29\">(29)<\/a><\/sup><sup id=\"cite_ref-:1_30-0\" class=\"reference\"><a href=\"#cite_note-:1-30\">(30)<\/a><\/sup> ma le caratteristiche di presentazione dell&#8217;SPD sono elencate nella Tabella 1.<\/p>\n<table class=\"wikitable\">\n<caption>Tabella 1. Sintomi di SPD<sup id=\"cite_ref-:0_2-20\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/caption>\n<tbody>\n<tr>\n<th>Sistema sensoriale<\/th>\n<th>Sintomi<\/th>\n<\/tr>\n<tr>\n<td>Uditivo<\/td>\n<td>Risposta negativa a rumori forti e inaspettati<\/p>\n<p>Mette le mani sulle orecchie<\/p>\n<p>Incapace di camminare con un rumore di fondo<\/p>\n<p>Appare inconsapevole in ambienti attivi<\/td>\n<\/tr>\n<tr>\n<td>Visivo<\/td>\n<td>Preferisce l&#8217;oscurit\u00e0<\/p>\n<p>Esita a salire e scendere le scale<\/p>\n<p>Evita le luci intense<\/p>\n<p>Fissa intensamente persone o oggetti<\/p>\n<p>Evita il contatto visivo<\/td>\n<\/tr>\n<tr>\n<td>Gusto e olfatto<\/td>\n<td>Evita sapori\/odori specifici che farebbero tipicamente parte della dieta del bambino<\/p>\n<p>Annusa abitualmente oggetti non alimentari<\/p>\n<p>Ricerca determinati sapori o odori<\/p>\n<p>Non sembra percepire odori forti<\/td>\n<\/tr>\n<tr>\n<td>Posizione del corpo<\/td>\n<td>Sempre alla ricerca di attivit\u00e0 di movimento<\/p>\n<p>Si aggrappa a persone, mobili, oggetti, anche in situazioni familiari<\/p>\n<p>Sembra avere muscoli deboli, si stanca facilmente e ha una resistenza ridotta<\/p>\n<p>Cammina sulle punte dei piedi<\/td>\n<\/tr>\n<tr>\n<td>Movimento<\/td>\n<td>Diventa ansioso o angosciato quando i piedi lasciano il suolo<\/p>\n<p>Evita di arrampicarsi o saltare<\/p>\n<p>Evita le attrezzature del parco giochi<\/p>\n<p>Ricerca ogni tipo di movimento, che interferisce con la vita quotidiana<\/p>\n<p>Corre rischi eccessivi durante il gioco e non \u00e8 consapevole della sicurezza<\/td>\n<\/tr>\n<tr>\n<td>Tocco<\/td>\n<td>Evita di sporcarsi con colla, sabbia, colori a tempera o nastro adesivo<\/p>\n<p>\u00c8 sensibile a determinati tessuti (indumenti, biancheria da letto)<\/p>\n<p>Tocca persone e oggetti ad un livello irritante<\/p>\n<p>Evita di andare a piedi nudi, soprattutto sull&#8217;erba o sulla sabbia<\/p>\n<p>Ha una ridotta consapevolezza del dolore o della temperatura<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span id=\"2._Intervention_-_Sensory_Integration_Therapy\" class=\"mw-headline\">2. Intervento &#8211; Terapia dell&#8217;integrazione sensoriale<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: 2. Intervention - Sensory Integration Therapy\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=14\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: 2. Intervention - Sensory Integration Therapy\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=14\">modifica fonte<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>La terapia dell&#8217;integrazione sensoriale (SIT) \u00e8 stata inizialmente proposta come trattamento per l&#8217;SPD nel 1972 da Jean Ayres. \u00c8 utilizzata principalmente dai terapisti occupazionali (OT). Ai bambini vengono offerte varie esperienze sensoriali. Ogni esperienza \u00e8 abbinata a una sfida &#8220;giusta&#8221;, cio\u00e8 a un&#8217;attivit\u00e0 che richiede una risposta adattiva da parte del bambino.<sup id=\"cite_ref-:1_30-1\" class=\"reference\"><a href=\"#cite_note-:1-30\">(30)<\/a><\/sup><\/p>\n<p>Tuttavia, le prove a favore della SIT, nella migliore delle ipotesi, sono considerate deboli.<sup id=\"cite_ref-:1_30-2\" class=\"reference\"><a href=\"#cite_note-:1-30\">(30)<\/a><\/sup> Gli OT utilizzano anche altri interventi basati sulla SIT, ma con alcune differenze fondamentali. Sebbene tendano a utilizzare un quadro di integrazione sensoriale per comprendere\/spiegare il comportamento del bambino, l&#8217;attenzione non si concentra sulla correzione di un disturbo sottostante. Piuttosto, lavorano con il bambino, i genitori e gli insegnanti per contribuire a modificare l&#8217;ambiente in modo da consentire una maggiore partecipazione. Le modifiche potrebbero includere:<sup id=\"cite_ref-:1_30-3\" class=\"reference\"><a href=\"#cite_note-:1-30\">(30)<\/a><\/sup><\/p>\n<ul>\n<li>Abbigliamento<\/li>\n<li>Configurazioni della stanza<\/li>\n<li>Livelli di rumore o luce<\/li>\n<li>Sperimentare le consistenze degli alimenti<\/li>\n<li>Adattare strumenti e materiali<\/li>\n<li>Modificare i requisiti del programma<\/li>\n<\/ul>\n<p>Per una rassegna delle evidenze a favore dell&#8217;integrazione sensoriale, si prega di leggere questo articolo: <a class=\"external text\" href=\"https:\/\/www.canchild.ca\/system\/tenon\/assets\/attachments\/000\/000\/158\/original\/Sensory_Integration.pdf\" rel=\"nofollow\">Integrazione sensoriale: Una revisione dello stato attuale delle evidenze<\/a>.<\/p>\n<h3><span id=\"The_Good_News_3\" class=\"mw-headline\">La buona notizia<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=15\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=15\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<ul>\n<li>L&#8217;esercizio pu\u00f2 essere benefico<sup id=\"cite_ref-:0_2-21\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><sup id=\"cite_ref-31\" class=\"reference\"><a href=\"#cite_note-31\">(31)<\/a><\/sup><\/li>\n<li>&#8220;Feed the need&#8221; (&#8220;Nutrire il bisogno&#8221;)<\/li>\n<li>Adattare le risposte ai comportamenti<sup id=\"cite_ref-:0_2-22\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/li>\n<\/ul>\n<h2><span id=\"Developmental_Coordination_Disorder\" class=\"mw-headline\">Disturbo dello sviluppo della coordinazione<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: Developmental Coordination Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=16\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: Developmental Coordination Disorder\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=16\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<p>Il disturbo dello sviluppo della coordinazione (DCD) \/ disprassia \u00e8 una condizione neuromotoria comune, che colpisce circa il 5-6% dei bambini in et\u00e0 scolare, ma spesso non viene riconosciuta dagli operatori sanitari.<sup id=\"cite_ref-:2_32-0\" class=\"reference\"><a href=\"#cite_note-:2-32\">(32)<\/a><\/sup> Nel DSM-5, il DCD \u00e8 specificamente caratterizzato come un disturbo del neurosviluppo <b>motorio<\/b>. Altri disturbi motori del neurosviluppo includono il disturbo da movimenti stereotipati e i disturbi da tic.<sup id=\"cite_ref-:0_2-23\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> I soggetti affetti da DCD hanno problemi ad acquisire ed eseguire abilit\u00e0 motorie coordinate. Secondo la definizione del DSM-5:<\/p>\n<blockquote><p>&#8220;Il bambino con disturbo dello sviluppo della coordinazione ha una coordinazione motoria inferiore alle aspettative per la sua et\u00e0 cronologica, potrebbe essere descritto come &#8220;goffo&#8221; e potrebbe avere ritardi nei primi traguardi motori, come camminare e gattonare. Le difficolt\u00e0 di coordinazione dei movimenti motori grossolani o fini, o di entrambi, interferiscono con il rendimento scolastico o con le attivit\u00e0 della vita quotidiana. Le difficolt\u00e0 di coordinazione non sono legate a una condizione medica o a una malattia (ad esempio, paralisi cerebrale, distrofia muscolare, deficit visivo o disabilit\u00e0 intellettiva)&#8221;.<sup id=\"cite_ref-:2_32-1\" class=\"reference\"><a href=\"#cite_note-:2-32\">(32)<\/a><\/sup><\/p><\/blockquote>\n<p>Le difficolt\u00e0 pi\u00f9 evidenti sono di tipo fisico:<sup id=\"cite_ref-:0_2-24\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ul>\n<li>Scarso equilibrio<\/li>\n<li>Scarsa combinazione di movimenti diversi per raggiungere un obiettivo<\/li>\n<li>Difficolt\u00e0 di scrittura a mano<\/li>\n<li>Problemi di produzione vocale<\/li>\n<\/ul>\n<p>I criteri diagnostici completi sono disponibili <a class=\"external text\" href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4467929\/#bx4-1870659\" rel=\"nofollow\">qui<\/a>.<\/p>\n<h3><span id=\"Interventions\" class=\"mw-headline\">Interventi<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span><a class=\"mw-editsection-visualeditor\" title=\"Edit section: Interventions\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=17\">edit<\/a><span class=\"mw-editsection-divider\"> | <\/span><a title=\"Edit section: Interventions\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=17\">edit source<\/a><span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<p>In precedenza, per affrontare questi problemi venivano utilizzati approcci orientati al deficit. Questo approccio mirava ad affrontare i deficit sottostanti in un sistema (ad esempio il sistema nervoso) con interventi mirati a strutture specifiche (ad esempio il cervelletto o i processi sensoriali, come la visione o la <a title=\"Proprioception\" href=\"\/Proprioception\">propriocezione<\/a>)<sup id=\"cite_ref-33\" class=\"reference\"><a href=\"#cite_note-33\">(33)<\/a><\/sup> al fine di migliorare le prestazioni dell&#8217;intero sistema (lettura, scrittura, movimento, etc.).<sup id=\"cite_ref-:0_2-25\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<p>Tuttavia, le teorie contemporanee suggeriscono che la prestazione motoria derivi da una relazione dinamica tra ambiente, corpo e compito. In questo approccio, i deficit motori sono visti in termini di apprendimento e controllo motorio.<sup id=\"cite_ref-:0_2-26\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup> Per favorire l&#8217;apprendimento motorio si utilizzano, quindi, approcci orientati alla performance o al compito.<\/p>\n<p>Negli interventi orientati al compito, ci si concentra sull&#8217;insegnamento delle abilit\u00e0 funzionali necessarie per completare\/partecipare a una determinata attivit\u00e0.<sup id=\"cite_ref-:3_34-0\" class=\"reference\"><a href=\"#cite_note-:3-34\">(34)<\/a><\/sup> Ai bambini viene data l&#8217;opportunit\u00e0 di provare a risolvere un problema di movimento. Durante questo processo, potrebbero elaborare una serie di modi per completare un compito. I bambini sono inoltre incoraggiati a sperimentare l&#8217;impatto delle loro diverse soluzioni sul proprio corpo o sull&#8217;ambiente.<sup id=\"cite_ref-:3_34-1\" class=\"reference\"><a href=\"#cite_note-:3-34\">(34)<\/a><\/sup> L&#8217;interazione tra compito, ambiente e bambino \u00e8, quindi, la chiave del trattamento.<sup id=\"cite_ref-:0_2-27\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<ol>\n<li><a class=\"external text\" href=\"https:\/\/icancoop.org\/pages\/the-co-op-approach\" rel=\"nofollow\">Orientamento cognitivo alle prestazioni occupazionali quotidiane<\/a> (CO-OP)\n<ul>\n<li>Basato sulla teoria che il DCD sia un problema di apprendimento motorio, piuttosto che una difficolt\u00e0 di sviluppo neurologico<\/li>\n<li>\u00c8 orientato ai compiti e ai processi e mira a insegnare le abilit\u00e0 funzionali che i bambini devono\/desiderano eseguire per raggiungere gli obiettivi di attivit\u00e0 e partecipazione<\/li>\n<\/ul>\n<\/li>\n<li>Approccio cognitivo motorio neuroscientifico (cio\u00e8 il comportamento del cervello)<\/li>\n<li>Intervento ecologico (cio\u00e8 l&#8217;aumento della partecipazione del bambino attraverso il cambiamento dell&#8217;ambiente)<sup id=\"cite_ref-35\" class=\"reference\"><a href=\"#cite_note-35\">(35)<\/a><\/sup><\/li>\n<\/ol>\n<p>Tuttavia, l&#8217;evidenza suggerisce che i guadagni ottenuti dai bambini con DCD utilizzando questi interventi basati sulla motricit\u00e0 sono piccoli o inesistenti.<sup id=\"cite_ref-:0_2-28\" class=\"reference\"><a href=\"#cite_note-:0-2\">(2)<\/a><\/sup><\/p>\n<h3><span id=\"The_Good_News_4\" class=\"mw-headline\">La buona notizia<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span> <a class=\"mw-editsection-visualeditor\" title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=18\">modifica<\/a> <span class=\"mw-editsection-divider\"> | <\/span> <a title=\"Edit section: The Good News\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=18\">fonte edit<\/a> <span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h3>\n<ul>\n<li>L&#8217;esercizio pu\u00f2 essere benefico<\/li>\n<li>La pratica rende perfetti<\/li>\n<li>Risorse:\n<ul>\n<li><a class=\"external text\" href=\"https:\/\/www.canchild.ca\/en\/diagnoses\/developmental-coordination-disorder\" rel=\"nofollow\">CanChild<\/a><\/li>\n<li><a class=\"external text\" href=\"https:\/\/www.canchild.ca\/en\/research-in-practice\/current-studies\/partnering-for-change\" rel=\"nofollow\">Partnering for change<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><span id=\"References\" class=\"mw-headline\">Citazioni<\/span><span class=\"mw-editsection\"><span class=\"mw-editsection-bracket\">(<\/span><a class=\"mw-editsection-visualeditor\" title=\"Edit section: References\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;veaction=edit&amp;section=19\">edit<\/a><span class=\"mw-editsection-divider\"> | <\/span><a title=\"Edit section: References\" href=\"\/index.php?title=Developmental_Disabilities_in_Early_and_Middle_Childhood&amp;action=edit&amp;section=19\">edit source<\/a><span class=\"mw-editsection-bracket\">)<\/span><\/span><\/h2>\n<div class=\"mw-references-wrap mw-references-columns\">\n<ol class=\"references\">\n<li id=\"cite_note-1\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-1\">\u2191<\/a><\/span> <span class=\"reference-text\">Xcitesteps. What are developmental disabilities? Available from: <a class=\"external free\" href=\"http:\/\/www.xcitesteps.com\/faqs\/developmental-disabilities\/\" rel=\"nofollow\">http:\/\/www.xcitesteps.com\/faqs\/developmental-disabilities\/<\/a> (accessed 9 August 2021).<\/span><\/li>\n<li id=\"cite_note-:0-2\"><span class=\"mw-cite-backlink\">\u2191 <sup><a href=\"#cite_ref-:0_2-0\">2.00<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-1\">2.01<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-2\">2.02<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-3\">2.03<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-4\">2.04<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-5\">2.05<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-6\">2.06<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-7\">2.07<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-8\">2.08<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-9\">2.09<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-10\">2.10<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-11\">2.11<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-12\">2.12<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-13\">2.13<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-14\">2.14<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-15\">2.15<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-16\">2.16<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-17\">2.17<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-18\">2.18<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-19\">2.19<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-20\">2.20<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-21\">2.21<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-22\">2.22<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-23\">2.23<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-24\">2.24<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-25\">2.25<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-26\">2.26<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-27\">2.27<\/a><\/sup> <sup><a href=\"#cite_ref-:0_2-28\">2.28<\/a><\/sup><\/span> <span class=\"reference-text\">Prowse T. 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Hypotonia. (Updated 2020 Sep 19). In: StatPearls (Internet). Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from: <a class=\"external free\" href=\"https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK562209\/\" rel=\"nofollow\">https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK562209\/<\/a> <\/span><\/li>\n<li id=\"cite_note-7\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-7\">\u2191<\/a><\/span> <span class=\"reference-text\">Neki NS, Chhabra A. <a class=\"external text\" href=\"https:\/\/www.jmgims.co.in\/article.asp?issn=0971-9903;year=2016;volume=21;issue=1;spage=12;epage=18;aulast=Neki\" rel=\"nofollow\">Benign joint hypermobility syndrome<\/a>. Journal of Mahatma Gandhi Institute of Medical Sciences. 2016; 21(1):12-8.<\/span><\/li>\n<li id=\"cite_note-8\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-8\">\u2191<\/a><\/span> <span class=\"reference-text\">Simpson MMR. Benign Joint Hypermobility Syndrome: Evaluation, Diagnosis, and Management. 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Prevalence of motor difficulties in autism spectrum disorder: analysis of a population-based cohort. Autism Res. 2020;13(2):298-306.<\/span><\/li>\n<li id=\"cite_note-16\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-16\">\u2191<\/a><\/span> <span class=\"reference-text\">Medscape. Autism Spectrum Disorder | Clinical Presentation. Available from: <a class=\"external free\" href=\"https:\/\/www.youtube.com\/watch?v=FCejya1WWC8\" rel=\"nofollow\">https:\/\/www.youtube.com\/watch?v=FCejya1WWC8<\/a> (last accessed 9\/8\/2021)<\/span><\/li>\n<li id=\"cite_note-17\"><span class=\"mw-cite-backlink\"><a href=\"#cite_ref-17\">\u2191<\/a><\/span> <span class=\"reference-text\">Bremer E, Crozier M, Lloyd M. A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder. 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Available from: <a class=\"external free\" href=\"https:\/\/www.pearsonclinical.co.uk\/Sitedownloads\/ot-learn\/2015-presentations\/david-sugden-slides.pdf\" rel=\"nofollow\">https:\/\/www.pearsonclinical.co.uk\/Sitedownloads\/ot-learn\/2015-presentations\/david-sugden-slides.pdf<\/a> (accessed 9 August 2021).<\/span><\/li>\n<\/ol>\n<\/div>\n<p><!-- NewPP limit report Cached time: 20220912144634 Cache expiry: 0 Dynamic content: true Complications: () CPU time usage: 0.149 seconds Real time usage: 0.164 seconds Preprocessor visited node count: 637\/1000000 Post\u2010expand include size: 190\/2097152 bytes Template argument size: 0\/2097152 bytes Highest expansion depth: 3\/40 Expensive parser function count: 0\/100 Unstrip recursion depth: 0\/20 Unstrip post\u2010expand size: 23607\/5000000 bytes --><br \/>\n<!-- Transclusion expansion time report (%,ms,calls,template) 100.00% 20.842 1 Special:Contributors\/Developmental_Disabilities_in_Early_and_Middle_Childhood 100.00% 20.842 1 -total --><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Editrice principale &#8211; Jess Bell sulla base del corso di Tracy Prowse Collaboratori principali &#8211; Jess Bell, Kim Jackson, Wanda van Niekerk, Naomi O&#8217;Reilly , Tarina van der Stockt , Cindy John-Chu e Rucha Gadgil Contenuti 1 Introduzione 2 Difficolt\u00e0 di movimento &#8211; Ipermobilit\u00e0 2.1 1. 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