Department of Pediatric Neurology, Catholic University, 00168 Rome, Italy
Claudia Brogna
Department of Pediatric Neurology, Catholic University, 00168 Rome, Italy
Chiara Veredice
Department of Pediatric Neurology, Catholic University, 00168 Rome, Italy
Alessandro Antonietti
Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy
Gabriele Sani
Institute of Psychiatry and Psychology, Department of Geriatrics, Neuroscience and Orthopedics, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Università Cattolica del Sacro Cuore, 00168 Rome, Italy
Eugenio Maria Mercuri
Department Women Children and Public Health, Catholic University of Sacred Heart, 00168 Rome, Italy
Introduction: Specific Learning Disorder (SLD) is a neurodevelopmental disorder characterized by difficulties in perceiving and processing verbal and non-verbal information. It is usually accompanied by impaired academic skills leading to school dropout and emotional disturbances, resulting in significant distress and behavioral problems. Methods: A cognitive, academic, and emotional-behavioral assessment was performed at T0 and T1 in children and adolescents with SLD. Participants received psychotherapy and speech therapy treatment from T0 to T1. Results: In SLD, the most compromised cognitive functions were working memory and writing skills. An impact on academic abilities was found. Children and adolescents with SLD experience greater anxiety and depression levels compared to their control peers. Conclusions: SLD may adversely influence psychological well-being. To counteract such a consequence, more specific cognitive and academic skill-oriented strategies should be taken into consideration.
