Exploring linguistic and narrative competence in Italian children with developmental language disorder: A comparative study with typically developing peers.

Developmental Language Disorder (DLD) is a clinical condition characterised by language difficulties without cognitive or neurological impairments, leading to communication and learning challenges. The study explores the narrative and linguistic abilities of children with DLD and Typically Developing (TD) peers by analysing both macrostructural and microstructural aspects of their narrative production elicited during a storytelling task and describing the types of grammatical and lexical errors. Participants included 19 children with expressive DLD aged 4-8 years and 19 TD children matched by age and gender.

Neurodevelopment in Young Children With Sex Chromosome Trisomies Diagnosed Before Birth: A Cluster Analysis Study.

Many studies have investigated the neuropsychological profile of individuals with sex chromosome trisomies (SCTs) and have identified some fragilities in language development within a wide individual variability. However, only a few studies have focused on children in the second year of life (12-24 months), a crucial stage for neurodevelopment. The present study aimed to identify and describe neurodevelopmental patterns in young children with SCTs.

Reaction to Diagnosis and Parental Concerns in Parents of Children and Young Adults With XYY Syndrome.

Background: There is a growing interest in exploring parents' views on the benefits of early diagnosis and awareness of sex chromosome trisomies. However, only a few studies focus specifically on the experience of parents of children with XYY syndrome. The present study aimed to assess, in parents of individuals with XYY, the perceived severity of their children's condition, their level of satisfaction with the disclosure process and their concerns about their children's present and future condition.

Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students.

Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds.

Maternal input to 24-month-old children with sex chromosome trisomies.

Background: Maternal input plays an important role in influencing linguistic development during the first years of life, and it is evident that mothers adapt their language according to their child's characteristics. Recently, it was demonstrated that maternal input addressed to children with sex chromosome trisomies (SCTs) at 8 months of age is prosodically and functionally different from that addressed to typically developing (TD) peers.

Aims: The study aimed at analysing maternal input at 24 months when the presence of a language delay could be more evident than during the preverbal stage.