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Ricerche di Psicologia/Psychological Research Journal - Open Access

Articoli

N. 4 (2022): Cambiare paradigma per i disturbi del neurosviluppo? Dalla ricerca alla pratica clinica

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

DOI
https://doi.org/10.3280/rip2022oa15716
Inviata
4 aprile 2023
Pubblicato
06-04-2023

Abstract

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). 

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