The expected learning outcomes are as follows: -knowledge about the different rehabilitation approaches in different neuropsychomotor disorders ( e.g., AMOGIOCO, Amira, motor learning, family centered therpay, ecological theory, emobodid cognition) -knowledge of the different assessment tools applicable depending on the age of the child and in relation to his/her specific developmental disorder -be able to apply the different tools for quantitative assessment of different adaptive functions -be able to analyze the data provided by assessment with the instruments ( quantitative assessment) and be able to integrate them with data from clinical neuro and psychomotor observation ( qualitative assessment) -knowledge of the specific vocabulary for describing the patient's functional profile and setting up the intervention project -must know how to apply in an integrated way the results obtained from qualitative and quantitative assessment in the context of clinical reasoning for the setting of the rehabilitation project
Course Prerequisites
Understanding the topics requires the student to have knowledge of the clinical features of different developmental disorders, qualitative and quantitative assessment tools of different adaptive functions
Teaching Methods
the course is organized in face-to-face lectures conducted through power point presentations. The presentations aim to illustrate the scientific rationale of developmental rehabilitation by dwelling on current theories and the exemplification of clinical cases useful for showing the path of clinical reasoning about the patient; in this context, what the assessment tools are and how they are applied are taken up and reanalyzed, and finally, students are guided by the tutor to clinical reasoning in fine-tuning the data emerging from the assessment and to identify on the basis of these the goals to be implemented in clinical practice.
Assessment Methods
oral examination test in which through questions it is required to know how to describe the theoretical frameworks of rehabilitation and to present a clinical case by the student where he/she will demonstrate that he/she has compressed the process of evaluation and setting of the rehabilitation project following the theoretical frameworks of reference and to know how to integrate the theoretical-practical knowledge .
Texts
-I disturbi del neurosviluppo : Maria Geraci Franco angeli editore, 2020
-Disturbi e traiettorie atipiche del neurosviluppo Diagnosi e Intervento Chiara Pechini e Daniela Brizzolara ed: Mc -Grow -Hill Education, 2020
-I disturbi del comportamento in età evolutiva. Fattori di rischio, strumenti di assessment e strategie psicoterapeutiche Copertina flessibile – 23 gennaio 2020
-Autismo e psicomotricità ( all’interno scheda SON) : Gison, Bonifacio Minghelli ed Erikson
-I disordini dello sviluppo motorio - Fisiopatologia - Valutazione diagnostica - Quadri clinici – Riabilitazione : E. Fedrizzi ed. Piccin, 2009
-articoli scientifici forniti dal docente -I disordini dello sviluppo motorio Ermellina Fedrizzi- Ed. Piccin (2004) nuova edizione
Contents
From assessment to formulation of the habilitative-rehabilitative project: - utilization of functional assessment data for the drafting of the rehabilitative project -design of the habilitative pathway -identification of goals -verification of goals -evolution of rehabilitation intervention approaches and methodologies. -new theoretical orientations in rehabilitation
