The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

OBJECTIVE: Only limited and conflicting information is available regarding the relationship between socioeconomic status (SES) and narrative abilities. Besides, the role fathers' SES plays in the development of their children's narrative abilities has never been investigated. The aim of this study was to analyze the relationship between fathers' and mothers' SES and narrative abilities of their children assessed with the Italian version of the Bus Story Test (I-BST). SUBJECTS AND METHODS: A total of 505 normally developing Italian children were enrolled in the study. Information regarding parents' educational level and employment was collected for each child. Narrative abilities were evaluated using the I-BST. The relationships between parents' employment, educational level, and I-BST scores were analyzed by univariate and multivariate regression analysis. RESULTS: In univariate analysis, both fathers' and mothers' education and employment were associated with most I-BST subscale scores, especially when higher educational and employment levels were contrasted with the lowest educational and employment levels. In multiple regression analysis, significant associations were found only between the fathers' working status and educational level and I-BST subscale scores. CONCLUSIONS: Parental education and employment might impact narrative abilities of children. When both fathers' and mothers' SES variables are considered together, only fathers' education and working status seemed to be associated with I-BST scores

Developmental language disorder: Early predictors, age for the diagnosis, and diagnostic tools. A scoping review

Background. Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. Methods. We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. Results. Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. Conclusions. Monitoring risk situations and employing caregivers\u2019 reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions

La societ\ue0 degli indifferenti. Relazioni fragili e nuova cittadinanza

Tanti sguardi di indifferenza, pochi gesti di solidariet\ue0. Un canovaccio con cui i mass media raccontano la vita quotidiana. Persone in difficolt\ue0 per grandi e piccoli problemi dell\u2019esistenza protese in una richiesta d\u2019aiuto o bisognose di intervento si scontrano spesso con occhi di astanti incollati al suolo, spettatori del naufragio altrui. L\u2019indifferente \ue8 colui che sta in disparte, non stringe legami, si estranea da tutti e tutto, scegliendo o subendo di non essere per gli altri. E quando si scrive di indifferenti \ue8 soprattutto per biasimarli e inscriverli nella galleria dei personaggi negativi della contemporaneit\ue0. Questo libro punta invece ad attraversare l\u2019indifferenza e a dialogare con gli indifferenti. Per apprendere dal "negativo" dell\u2019esperienza inedite prospettive d\u2019analisi e d\u2019intervento utili nel sostenere relazioni sociali fragili e nello sviluppare un nuovo senso di cittadinanza

Reliability, validity and normative data of the Italian version of the Bus Story test

OBJECTIVES: Evaluation of the reliability and the validity of the Italian version of the Bus Story Test (I-BST), providing normative data in Italian children. METHODS: A total of 552 normally developing children (278 males and 274 females) aged 3; 6 to 9; 0 years, were enrolled. Test-retest, intra- and inter-rater reliability were analysed on a sample of respectively 145, 178 and 178 children. Normative data were gathered from all the enrolled children and estimate centiles according to the CG-LMS method provided. The children were divided into 11 age classes of six months each; percentile scores and standard error measurement were analysed in children from age class 4; 0-4; 5 years to age class 8; 6-811 years. Age effects on I-BST were analysed. RESULTS: Results showed high test-retest, intra- and inter-rater reliability scores. A significant age effect on I-BST scores emerged from the ANOVA test analysis; in particular, as age increases, so do I-BST scores. CONCLUSION: The I-BST is a reliable and valid tool. The availability of normative data for Italian speaking children may help clinicians during clinical assessment