Video games and Intellectual Disabilities: a literature review.

Los videojuegos son omnipresentes en la sociedad y esta tecnología ha trascendido su lado lúdico inicial para convertirse también en una herramienta educativa y de entrenamiento cognitivo. En este sentido, diferentes estudios han demostrado que los jugadores expertos obtener ventajas en diversos procesos cognitivos respecto a no-jugadores y jugar con juegos de video puede resultar en especial los beneficios que en algunos casos podría generalizarse a otras tareas. En consecuencia, los juegos de video podría ser utilizado como una herramienta de formación para mejorar las capacidades cognitivas en poblaciones atípicas, como las relativas a las personas con discapacidad intelectual (DI). Sin embargo, la literatura sobre los videojuegos en personas con ID es escasa. En este trabajo se ejecutó una revisión narrativa de los estudios sobre el uso de los videojuegos en relación a las personas con ID.Video games are ubiquitous in the society and this technology has transcended its initial playful side to become also an educational and cognitive training tool. In this sense, different studies have shown that expert game players gain advantages in various cognitive processes respect to non-players and that playing with video games can result in particular profits that in some cases could be generalized to other tasks. Accordingly, video games could be used as a training tool in order to improve cognitive abilities in atypical populations, such as relating to individuals with intellectual disabilities (ID). However, literature concerning video games in people with ID is sparse. In this paper we executed a narrative review of the studies about the use of video games in relation to people with ID.• Fundación Valhondo Calaff (Cáceres), para Marta Rodríguez Jiménez • Università di Padova. Beca CPDA 127939, para Silvia LanfranchipeerReviewe

Improving spatial-simultaneous working memory in Down syndrome: effect of a training program led by parents instead of an expert

Recent studies have suggested that the visuospatial component of working memory (WM) is selectively impaired in individuals with Down syndrome (DS), the deficit relating specifically to the spatial-simultaneous component, which is involved when stimuli are presented simultaneously. The present study aimed to analyze the effects of a computer-based program for training the spatial-simultaneous component of WM in terms of: specific effects (on spatial-simultaneous WM tasks); near and far transfer effects (on spatial-sequential and visuospatial abilities, and everyday memory tasks); and maintenance effects (1 month after the training). A comparison was drawn between the results obtained when the training was led by parents at home as opposed to an expert in psychology. Thirty-nine children and adolescents with DS were allocated to one of two groups: the training was administered by an expert in one, and by appropriately instructed parents in the other. The training was administered individually twice a week for a month, in eight sessions lasting approximately 30 min each. Our participants' performance improved after the training, and these results were maintained a month later in both groups. Overall, our findings suggest that spatial-simultaneous WM performance can be improved, obtaining specific and transfer gains; above all, it seems that, with adequate support, parents could effectively administer a WM training to their child

Cognitive profiles and academic achievement in school-age children with borderline intellectual functioning.

Characterized by an IQ between one and two standard deviations below average (APA, 2000), and adaptive functioning problems, borderline intellectual functioning (BIF) is a clinical condition often associated with behavioral and psychiatric disorders, and with negative effects on daily life. Judging from the Gaussian distribution of intelligence, individuals with BIF would account for 13.6% of the population, but this is not always confirmed in the literature and the real prevalence of the condition is probably lower, as suggested by some authors (e.g. Ninivaggi, 2001). Even so, the prevalence of BIF and the problems often associated with it (e.g. cognitive and learning problems that may result in academic failure and early school dropout, behavioral and emotional problems, a higher risk for mental health problems and maladaptive behavior across the life-span) are far from negligible, but there is a paucity of research on BIF in the Italian and international literature. BIF thus remains a relatively unknown phenomenon, not only in research, but also in the clinical and educational settings. The aim of the present doctoral thesis was to explore BIF by focusing particularly on cognitive profiles and learning skills. The studies described were conducted on school-age children attending Italian primary and lower secondary schools. Data were collected by screening archival data made available by several Italian mental health services for children and adolescents, and referring to school-age children assessed for screening or diagnostic purposes. The study described in chapter 2 was conducted to examine the cognitive profile of BIF, exploring whether BIF is characterized by a specific WISC-IV profile, with peculiar strengths and weaknesses. The WISC-IV scores of 204 children who obtained a Full-Scale IQ between 70 and 85 were considered. The results showed a spiky profile, characterized by significant differences between the various indexes: the lowest scores were obtained for Working Memory, the highest for Perceptual Reasoning; Verbal Comprehension, Working Memory, and Processing Speed were in the borderline range, Perceptual Reasoning on the lower end of the normal range. Further analyses suggested that the BIF profile was relatively independent of the child’s age and general level of intellectual functioning, supporting the likelihood of BIF coinciding with a specific WISC-IV cognitive profile. A second study (chapter 3) was designed to explore inter-individual variability to identify any subgroups among children with BIF revealing similar patterns in their cognitive profiles. The data were analyzed using different cluster analyses. The results pointed to three different subgroups characterized by a similar Full-Scale IQ, but differences in their four-factor index profiles. One subgroup’s performance in Verbal Comprehension and Working Memory was in the borderline range, while Processing Speed was on the boundary between borderline and normal ranges (PSI = 86), and Perceptual Reasoning was in the normal range (PRI = 95.6). The second subgroup included children with borderline Verbal Comprehension, Perceptual Reasoning, and Working Memory abilities, while their Processing Speed was not impaired (PSI = 92.4). The third subgroup revealed a borderline performance in terms of Working Memory and Processing Speed, and normal Verbal Comprehension and Perceptual Reasoning abilities (89.3, and 91.1, respectively). An exploratory analysis suggested that the clusters differed slightly in terms of the children’s socio-economic status and any comorbid disorders. A third study (chapter 4) was devised to analyze the learning skills of 133 school-age children with BIF, comparing them on reading and math measures with a group of 73 children matched for chronological age with learning disabilities and an IQ above 85. The results revealed both similarities and differences between the two groups. The BIF group’s performance was weaker in reading comprehension and written math operations, while no significant differences emerged between the groups in terms of reading accuracy and speed, or mental calculation and arithmetical facts retrieval. It is worth noting that the children with BIF who also had a clinically-diagnosed specific learning disorder (SLD) did not differ significantly from those with BIF who had not a diagnosis of SLD. These two BIF subgroups were similarly weak in reading comprehension and written math operations by comparison with a group with learning disorders but no BIF. Taken together, these studies provide some insight on BIF in school-age children, particularly as concerns their cognitive profiles and learning skills. While the clinical importance of BIF is still unclear and individuals with this condition often remain confined to a “grey area”, the present contribution supports the conviction that BIF is characterized by particular features that warrant specific attention and intervention, and an appropriate diagnostic and clinical acknowledgement

The quality of meat in milk fed lambs is affected by the ewe diet: A review

Producción CientíficaSeveral scientific publications have highlighted the importance of feeding management practices in improving the nutritional properties of milk from dairy ewes. Meat production quality from suckling lambs is based on the use of milk as exclusive or near exclusive dietary component. There is considerable evidence that lamb meat contains many important nutrients and bioactive compounds that play an important role in consumer health. This paper examines the different quality characteristics of lamb meat from ewes fed different diets to improve milk quality. To conduct this research, we consulted different scientific databases and acquired relevant documents that studied the relationships between the dietary treatment of lactating ewes and the performance of their suckling lambs (growth and carcass traits) as well as the meat quality in terms of nutrient content (fat and protein in particular), bioactive compounds content (fatty acids, vitamins, and antioxidant molecules), color, odor and flavor. The extent of change in meat carcass traits and meat quality of suckling lambs due to different feeding strategies applied to ewes was evaluated and discussed. This overview of the knowledge on the relationship between the milk quality and suckling lamb quality can be useful for production and communication strategies development for the lamb meat industry.RESTART-UNINUORO project (Actions for the valorization of agroforestry resources in central Sardinia” Regione Autonoma della Sardegna; fondi FSC 2014–2020

Short communication: Cocoa husks can effectively replace soybean hulls in dairy sheep diets-Effects on milk production traits and hematological parameters.

The aim of this study was to test the effect of replacing soybean hulls with different doses of cocoa husk (CH) on milk production traits and the hematological profile of dairy ewes. Twenty-four mid-lactating Sarda dairy ewes were allotted to 3 homogeneous experimental groups (8 animals per group divided into 4 pens). Each group received a total mixed ration as a basal diet and a supplement that differed among groups. The first group was supplemented with 100 g of soybean hulls/d per head (SBH group). In the second group, soybean hulls were replaced with 50 g of CH/d (CH50 group). In the third group, soybean hulls were replaced with 100 g of CH/d per head (CH100 group). The study lasted 8 wk, with 3 wk of adaptation and 5 wk for the experimental period. The replacement of soybean hulls with 50 and 100 g of CH/d did not affect dry matter intake, milk production, and milk coagulation properties. Milk fat, protein, casein, and somatic cell count concentration and curd-firming time showed a significant interaction between treatment and sampling date. During the experiment, the somatic cell counts were lower in both the CH50 and CH100 groups than in the SBH group. Most of the hematological parameters were not affected by treatments except for basophiles, which were significantly higher in the SBH group than in the CH50 and CH100 groups. In conclusion, CH can be substituted for soybean hulls in the diet of dairy sheep without adverse effects on milk production or apparent negative effects on animal health conditions

The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children

There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement)

Intellectual profile in school-aged children with borderline intellectual functioning

Background: Little is currently known about borderline intellectual functioning (BIF), a condition characterized by an intelligence quotient between one and two standard deviations below the average, that affects about 14% of the population. Aims: The present study aimed to analyze the intellectual profile of school-aged children with BIF. Method and Procedure: The WISC-IV was administered to 204 children with BIF attending Italian primary and lower secondary school, and their profile was compared with that of a control group of typically developing (TD) children. Results: The WISC-IV profile of the children with BIF differed from that of the TD children, and the former’s performance was worse than the latter’s in all the measures considered. The children with BIF also showed significant differences between the four main factor indices, scoring lowest for working memory, while the TD control group’s profile was flat (as expected on the grounds of standardization criteria). No differences were found between the profiles of children with versus without a comorbid neurodevelopmental disorder. Discussion: Our results support the hypothesis that individuals with BIF have a characteristic profile with specific weaknesses

Cognitive profiles and academic achievement in school-age children with borderline intellectual functioning.

Characterized by an IQ between one and two standard deviations below average (APA, 2000), and adaptive functioning problems, borderline intellectual functioning (BIF) is a clinical condition often associated with behavioral and psychiatric disorders, and with negative effects on daily life. Judging from the Gaussian distribution of intelligence, individuals with BIF would account for 13.6% of the population, but this is not always confirmed in the literature and the real prevalence of the condition is probably lower, as suggested by some authors (e.g. Ninivaggi, 2001). Even so, the prevalence of BIF and the problems often associated with it (e.g. cognitive and learning problems that may result in academic failure and early school dropout, behavioral and emotional problems, a higher risk for mental health problems and maladaptive behavior across the life-span) are far from negligible, but there is a paucity of research on BIF in the Italian and international literature. BIF thus remains a relatively unknown phenomenon, not only in research, but also in the clinical and educational settings. The aim of the present doctoral thesis was to explore BIF by focusing particularly on cognitive profiles and learning skills. The studies described were conducted on school-age children attending Italian primary and lower secondary schools. Data were collected by screening archival data made available by several Italian mental health services for children and adolescents, and referring to school-age children assessed for screening or diagnostic purposes. The study described in chapter 2 was conducted to examine the cognitive profile of BIF, exploring whether BIF is characterized by a specific WISC-IV profile, with peculiar strengths and weaknesses. The WISC-IV scores of 204 children who obtained a Full-Scale IQ between 70 and 85 were considered. The results showed a spiky profile, characterized by significant differences between the various indexes: the lowest scores were obtained for Working Memory, the highest for Perceptual Reasoning; Verbal Comprehension, Working Memory, and Processing Speed were in the borderline range, Perceptual Reasoning on the lower end of the normal range. Further analyses suggested that the BIF profile was relatively independent of the child’s age and general level of intellectual functioning, supporting the likelihood of BIF coinciding with a specific WISC-IV cognitive profile. A second study (chapter 3) was designed to explore inter-individual variability to identify any subgroups among children with BIF revealing similar patterns in their cognitive profiles. The data were analyzed using different cluster analyses. The results pointed to three different subgroups characterized by a similar Full-Scale IQ, but differences in their four-factor index profiles. One subgroup’s performance in Verbal Comprehension and Working Memory was in the borderline range, while Processing Speed was on the boundary between borderline and normal ranges (PSI = 86), and Perceptual Reasoning was in the normal range (PRI = 95.6). The second subgroup included children with borderline Verbal Comprehension, Perceptual Reasoning, and Working Memory abilities, while their Processing Speed was not impaired (PSI = 92.4). The third subgroup revealed a borderline performance in terms of Working Memory and Processing Speed, and normal Verbal Comprehension and Perceptual Reasoning abilities (89.3, and 91.1, respectively). An exploratory analysis suggested that the clusters differed slightly in terms of the children’s socio-economic status and any comorbid disorders. A third study (chapter 4) was devised to analyze the learning skills of 133 school-age children with BIF, comparing them on reading and math measures with a group of 73 children matched for chronological age with learning disabilities and an IQ above 85. The results revealed both similarities and differences between the two groups. The BIF group’s performance was weaker in reading comprehension and written math operations, while no significant differences emerged between the groups in terms of reading accuracy and speed, or mental calculation and arithmetical facts retrieval. It is worth noting that the children with BIF who also had a clinically-diagnosed specific learning disorder (SLD) did not differ significantly from those with BIF who had not a diagnosis of SLD. These two BIF subgroups were similarly weak in reading comprehension and written math operations by comparison with a group with learning disorders but no BIF. Taken together, these studies provide some insight on BIF in school-age children, particularly as concerns their cognitive profiles and learning skills. While the clinical importance of BIF is still unclear and individuals with this condition often remain confined to a “grey area”, the present contribution supports the conviction that BIF is characterized by particular features that warrant specific attention and intervention, and an appropriate diagnostic and clinical acknowledgement.Caratterizzato da un QI tra una e due deviazioni standard sotto la media (APA, 2000) e difficoltà nel funzionamento adattivo, il Funzionamento Intellettivo Limite (FIL) è una condizione clinica spesso associata a disturbi di tipo psichiatrico e problemi comportamentali, accompagnata da effetti negativi nella vita quotidiana. Sulla base della curva normale di distribuzione dell’intelligenza, si può stimare una prevalenza del 13.6%, tuttavia tale dato non viene sempre confermato in letteratura e la prevalenza del FIL sembrerebbe essere inferiore (e.g. Ninivaggi, 2009). Nonostante la prevalenza del FIL, così come i problemi ad esso associati (per esempio le difficoltà cognitive e di apprendimento, che possono risultare in fallimenti e abbandono scolastico, i problemi emotivi e comportamentali, l’aumentato rischio di problemi psichiatrici o comportamenti disadattavi evidenti nell’intero arco di vita) siano tutt’altro che trascurabili, la ricerca sul FIL sia a livello nazionale che internazionale è ancora carente. Per questo motivo il FIL continua ad essere un fenomeno poco conosciuto, non solo in letteratura, ma anche nella pratica clinica ed educativa. L’obiettivo della presente tesi di dottorato è stato quello di esplorare il FIL, ponendo particolare attenzione sui profili cognitivi e le abilità scolastiche. Nello specifico, gli studi che verranno di seguito presentati hanno considerato bambini e ragazzi frequentanti la scuola primaria e secondaria di primo grado. I dati sono stati raccolti attraverso l’analisi di cartelle cliniche presso diversi Servizi e Strutture sanitarie per l’età evolutiva e si riferiscono a bambini e ragazzi valutati a fini di screening o diagnostici. Lo studio descritto nel capitolo 2 è stato condotto con l’obiettivo di indagare il profilo cognitivo del FIL e, in particolare, di verificare se tale condizione presenta un profilo specifico alla WISC-IV, con punti di forza e debolezza peculiari. Sono stati considerati i profili WISC-IV di 204 bambini e ragazzi che avevano ottenuto un QI totale tra 70 e 85. I risultati hanno evidenziato la presenza di un profilo “altalenante”, caratterizzato da differenze significative tra gli indici della WISC-IV (Comprensione Verbale, Ragionamento Percettivo, Memoria di Lavoro e Velocità di Elaborazione). L’indice di Memoria di Lavoro si caratterizza per i punteggi più bassi, mentre le prestazioni migliori sono relative all’indice di Ragionamento Percettivo. Gli indici di Comprensione Verbale, Memoria di Lavoro e Velocità di Elaborazione si collocano nel range borderline (tra una e due deviazioni standard sotto la media), mentre l’indice di Ragionamento Percettivo si caratterizza per un punteggio medio di 88. Ulteriori analisi hanno evidenziato come tale profilo sembri essere relativamente indipendente dall’età del bambino e dal livello di funzionamento intellettivo generale (ovvero, al confine tra la disabilità intellettiva – QI tra 70 e 75 - o più alto – QI tra 76 e 85), supportando l’ipotesi che il FIL sia caratterizzato da un profilo specifico alla WISC-IV. Un secondo studio (capitolo 3) è stato condotto con lo scopo di indagare la variabilità inter-individuale, in termini di possibili sottogruppi caratterizzati da profili cognitivi uniformi, all’interno della condizione di FIL. I dati sono stati analizzati mediante analisi dei cluster, che hanno evidenziato la presenza di tre diversi sottogruppi, differenti tra loro per profili WISC-IV, ma non per QI totale. Nello specifico, un sottogruppo risulta caratterizzato da punteggi nel range borderline negli indici di Comprensione Verbale e Memoria di Lavoro, mentre la Velocità di Elaborazione si colloca al confine tra il range borderline e la norma (IVE = 86), e le abilità di Ragionamento Percettivo risultano preservate (IRP = 95.6). Un secondo sottogruppo include i bambini caratterizzati da prestazioni nel range borderline negli indici di Comprensione Verbale, Ragionamento Percettivo e Memoria di Lavoro, mentre la Velocità di Elaborazione risulta preservata (IVE = 92.4). Il terzo sottogruppo, infine, si caratterizza per carenze negli indici di Memoria di Lavoro e Velocità di Elaborazione, che si collocano nel range borderline, ma prestazioni non borderline negli indici di Comprensione Verbale e di Ragionamento Percettivo (rispettivamente, 89.3 e 91.1). Ulteriori analisi di tipo esplorativo, hanno evidenziato alcune differenze tra i sottogruppi relative allo status socio-economico e alla presenza di disturbi in comorbidità. Un terzo studio (capitolo 4) ha avuto l’obiettivo di indagare le abilità scolastiche di 133 bambini e ragazzi con FIL, confrontando le loro prestazioni in lettura e calcolo con quelle di un gruppo, appaiato per età cronologica, di 73 bambini e ragazzi con difficoltà e disturbo degli apprendimenti e un QI superiore a 85. I risultati hanno messo in luce somiglianze e differenze tra i due gruppi. Il gruppo con FIL ha ottenuto prestazioni inferiori in compiti di comprensione del testo e nel calcolo scritto, mentre non sono emerse differenze statisticamente significative tra i due gruppi negli indici di accuratezza e velocità di lettura, nel calcolo a mente e nel recupero di fatti numerici. Va sottolineato che i bambini con FIL che presentavano una diagnosi clinica di disturbo specifico di apprendimento non differivano significativamente da quelli con FIL che non presentavano tale diagnosi. Entrambi i sottogruppi di FIL hanno evidenziato prestazioni inferiori nei compiti di comprensione del testo e calcolo scritto rispetto ai bambini con difficoltà e disturbi degli apprendimenti, ma QI superiore a 85. Globalmente, gli studi condotti forniscono alcune indicazioni sul FIL, con particolare riferimento ai profili cognitivi e alle abilità di apprendimento. Se da un lato l’importanza clinica del FIL è ancora poco chiara e gli individui con questa condizione rimangono confinati in un’“area grigia” o di limbo, il presente contributo supporta la convinzione che il FIL presenti, nella sua generalità, caratteristiche particolari che richiedono un’attenzione e interventi specifici, nonché, preliminarmente, un appropriato riconoscimento clinico e diagnostico

L’interazione gestuale in applicazioni web cross-device realizzabili con il framework CDI (Cross-Device Interactions)

Questo lavoro è il frutto di uno studio condotto all’interno del laboratorio HIIS (Human Interfaces in Information Systems) del CNR di Pisa. Nell’ambito della ricerca sull’interazione cross-device, è stato progettato e realizzato un framework – CDI (Cross-Device Interactions) – che permette di sviluppare applicazioni web cross-device, con interfaccia distribuita, con cui l’utente può interagire effettuando gesti, sia singoli sia combinati attraverso dispositivi multipli, e che possono coinvolgere i più comuni gesti basati sul tocco e un certo numero di gesti mid-air basati sul movimento della mano, rilevati dal sensore Kinect. Il contesto di interazione preso in esame prevede la presenza di uno schermo pubblico e di uno o più dispositivi personali con cui l’utente può navigare ed esplorare i contenuti in esso presentati. Lo scopo di questa tesi è stato di studiare, all’interno di tale contesto, quali sono i gesti e le loro combinazioni più intuitive e facili da ricordare, quindi più usabili, per l’utente finale. Per affrontare queste problematiche è stato condotto uno studio che segue un approccio centrato sull’utente, che tiene conto cioè dell’opinione dei potenziali utenti finali. A questi è stato chiesto, tramite survey, di esprimere la loro preferenza circa i gesti che utilizzerebbero per interagire con sistemi cross-device al fine di accedere ad un insieme di funzionalità. Coi risultati raccolti è stato possibile definire un vocabolario di gesti che associa alle varie funzionalità i gesti preferiti per accedervi. È stata quindi realizzata una applicazione web cross-device che utilizza questo “vocabolario” al fine di testarne l’usabilità. In conclusione a questo lavoro si presentano i risultati di un test con utenti mirato a rilevare l’usabilità dei gesti utilizzati, e alla valutazione generale dell’esperienza di interazione

Abilitazione e riabilitazione cognitiva in una prospettiva \u201clife span\u201d.

Introduzione Santo Di Nuovo e Renzo Vianello 1 - Abilitazione e riabilitazione cognitiva in una pro-spettiva \u2018life span\u2019 Renzo Vianello, Silvia Lanfranchi e Francesca Pulina 2 - Il declino cognitivo: un destino inevitabile? Marcello Cesa-Bianchi e Carlo Cristini 3 - Modificazioni delle funzioni cognitive nell\u2019invecchiamento Erika Borella, Lucia Gava e Rossana De Beni 4 - Funzioni adattive ed emotive nell\u2019et\ue0 anziana Guido Amoretti 5 - Le demenze e i precursori: il \u201cMild Cognitive Im-pairment\u201d Santo Di Nuovo 6 - Basi neurobiologiche e trattamento farmacologico del deterioramento cognitivo nelle demenze Filippo Caraci e Filippo Drago 7 - Le persone con disabilit\ue0 intellettiva invecchiano Serafino Buono 8 - L\u2019assessment neuropsicologico del deterioramen-to Sabina Cilia 9 - Valutare il deterioramento involutivo: quali funzioni? quali strumenti? Santo Di Nuovo e Sabrina Castellano 10 - Esperienze di riabilitazione del deterioramento cognitivo Giorgio Pavan e Silvia Vettor 11 - Dall\u2019approccio riabilitativo a quello \u2018capacitan-te\u2019 Pietro Vigorelli e Angelida Ullo 12 - Il trattamento congiunto fisico, cognitivo e di socializzazione per pazienti con demenza e caregiver Tiziana Maci 13 - Percorso diagnostico e terapeutico-assistenziale per le demenze Gabriele Tripi, Mario Santagati, Giuseppe Proven-zano, Marcello Giordano, Viviana Surdo, Sabina Cilia e Giuseppe Fichera 14 - Tailorizzazione cognitiva per l\u2019apprendimento multimediale negli anziani Maria Sinatra e Lucia Monacis Per concludere: alcune risposte e ulteriori domande Santo Di Nuovo e Renzo Vianello Bibliografia Appendici: Clinical Dementia Rating Scale (CDRS) Caregiver Burden Inventory (CBI) Riquadri: I - La definizione di disabilit\ue0 dell\u2019OMS II - Disabilit\ue0 / disturbi acquisiti nel corso del ciclo di vita III - Il programma \u2018Day Habilitation\u2019 per persone adulte con Disabilit\ue0 Intellettiva IV - Mini-Mental State Examination e altri strumenti di valutazione generale del deterioramento V - Strumenti psicodiagnostici per l\u2019esame di funzioni specifiche VI - Programmi di intervento per anziani con deterioramento cognitivo VII - Attivit\ue0 previste nel protocollo del progetto \u2018Gruppo Alzheimer in Attivit\ue0\u2019 (GAIA) VIII - Gli attori del percorso diagnostico-terapeutico-assistenzial