E' tempo di cambiare: riflessioni sui paradigmi utili nello studio dei disturbi dell’apprendimento nella prospettiva RDoC

Titolo Rivista RICERCHE DI PSICOLOGIA
Autori/Curatori Chiara Valeria Marinelli, Paola Angelelli, Marialuisa Martelli
Anno di pubblicazione 2023 Fascicolo 2022/4
Lingua Italiano Numero pagine 44 P. 99-142 Dimensione file 0 KB
DOI 10.3280/rip2022oa15716
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FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

La prospettiva Research Domain Criteria (RDoC) propone di avviare un ampio programma di studi che non sia legato a diagnosi comportamentali specifiche (come nel DSM o nell’ICD) ma affronti in modo integrato i disturbi mentali tenendo conto di livelli diversi di analisi e del contesto evolutivo in cui questi si sviluppano. Per far questo, nel loro articolo bersaglio, Antonietti e colleghi propongono di utilizzare paradigmi di ricerca differenti da quelli utilizzati a tutt’oggi. In questa prospettiva viene analizzato come il paradigma case control (largamente utilizzato finora) non tenga conto delle frequenti comorbidità presenti con i vari DSA né dell’effetto della pratica (un problema affrontato spesso, ma in modo non efficace, con il reading level match). Inoltre, utilizzando come esempio la dislessia, si illustra come gli studi basati su questi paradigmi abbiano generato una grande varietà di risultati che non consentono di convergere su un’interpretazione unitaria. In alternativa, in linea con la logica RDoC, si può pensare a studi che considerino campioni di bambini non selezionati o con disturbi “misti”, in cui cioè vi sia “almeno” un disturbo di apprendimento, e che non abbiano un singolo comportamento-target ma affrontino insieme più comportamenti. Viene però anche sottolineato che è necessario pensare a studi e paradigmi diversi che affrontino in modo separato la complessità dei comportamenti di apprendimento nella prospettiva di analisi multi-livello. Viene, infine, presentato uno studio che esemplifica alcune delle caratteristiche della prospettiva RDoC. In questo si dimostra che l’abilità di un gruppo non selezionato di bambini di costruirsi rappresentazioni consolidate di singoli eventi (instances) predice la prestazione nei compiti di lettura, scrittura e calcolo in cui è importante il riferimento a conoscenze pregresse (come la scrittura di parole a trascrizione ambigua) ma non in quelli che per essere risolti richiedono il riferimento ad uno specifico algoritmo (come la scrittura di pseudo-parole). 

Parole chiave:; RDoC; DSM; Paradigmi; Dislessia; Disturbi dell’apprendimento; Comorbidità

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Chiara Valeria Marinelli, Paola Angelelli, Marialuisa Martelli, E' tempo di cambiare: riflessioni sui paradigmi utili nello studio dei disturbi dell’apprendimento nella prospettiva RDoC in "RICERCHE DI PSICOLOGIA" 4/2022, pp 99-142, DOI: 10.3280/rip2022oa15716