PSYCHOLOGY OF TYPICAL AND ATYPICAL DEVELOPMENT

Academic Year 2024/2025 - Teacher: Elena COMMODARI

Expected Learning Outcomes

This course analyses the main aspects of typical and atypical psychological development and the factors influencing it. DD1. DD2,DD3,DD4, DD5

Course Structure

lesson and exercises

Changes will be introduced should teaching be carried out in mixed mode or remotely.

Required Prerequisites

Adequate knowledge of developmental psychology, general psychology and disciplines that address the neurobiological foundations of psychic activity

Attendance of Lessons

recommended

Detailed Course Content

Typical and atypical developmental trajectories

Models and methods of typical and atypical development

The role of genetics and environment on typical and atypical development:

Perception and attention: typical and atypical development

attention disorder:

sensory processing regulation disorder

Language and communication: typical and atypical development

Bilingualism and interculture

Auditory processing disorders

Language disorders

Adolescence and psychopathological disorders

Intellectual disability

Specific learning disabilities

Autism

Textbook Information

text 1: Pecini e Brizzolara; Disturbi e traiettorie atipiche del neurosviluppo II edizione, Mc Graw Hill
text 2 Lucangeli e Vicari; Psicologia dello Sviluppo; Mondadori education

Material provided by the professor

Course Planning

	Subjects	Text References
1	Typical and atypical developmental trajectories.	text 1: 3-6
2	neurobiology of typical and atypical development	text 1: 6-14; 20-29;text 2: 25-36 and 41-68-no box 3 e box 5
3	Models and methods of typical and atypical development	text2: 3-23
4	perception and attention: typical and atypical development	Text 2 :105-128
5	attentional disorder	text 1: 369-389
6	disorder of sensorial processing	tex 1. 254-263;
7	language and communication: typical and atypical development	text 2: 136-154; 158-182
8	bilingual children	text 1: 54-83
9	disorders of auditory processing	text 2: 189--209
10	language disorders	text 1: 308-329
11	Adolescence and psychopatology	text 2: 300--319;322-334 text 1: 520-543
12	intellectual disability	text 1: 332-360
13	autism	text 1: 277-297
14	Specific Learning Disalbilites	text 1: 399-428
15	The online versions of the texts may have different paginations

Learning Assessment

Learning Assessment Procedures

Oral. The final evaluation can benefit from the outcome of individual or group exercises planned by the teacher whose participation is not compulsory. If the teaching is in a mixed or remote mode, the necessary changes may be introduced to comply with the program reported in the syllabus.

The evaluation criteria are :

Adequacy of expression regarding the contents and method

Thematic awareness and lexical correctness

Critical in-depth skills

Interdisciplinary liaison skills

Ability to rework knowledge

Ability to transfer knowledge to operational contexts

Examples of frequently asked questions and / or exercises

Exam questions are differentiated by difficulty, some basic for passing the exam, others for in-depth analysis helpful in obtaining the highest marks in the range.

Some examples of questions are presented only for explanatory purposes, remembering that the exam will focus on all the topics listed in the syllabus.

-definition of typical and atypical development;

-role of epigenetic

-cognitive development in bilingual children

Degree Course in

Psychology