Download This thesis initially provides a general description of **Specific Learning Disorders (SLD)**, regarding their etiology, characteristics, functional consequences, and comorbid conditions. It then provides an overview of the most recent recommendations on the principles to follow for the assessment and intervention of SLD. The final section describes Mia's clinical case, from the assessment phase to the proposed intervention.
Regarding this last section, for the purpose of a complete functional diagnosis, intellectual functioning, scholastic, linguistic, memory, visuospatial, attentional, executive functions, and emotional-relational aspects were assessed. The data emerging from the assessment seem to support a **Mixed Disorder of Scholastic Skills** (dysorthographia and dyscalculia), in addition to a reading comprehension disorder, in a context characterized by weaknesses in short-term verbal memory, verbal working memory, and visual selective attention.
However, a definitive diagnosis can only be achieved after an appropriate strengthening program. A three- to four-month intervention to strengthen spelling and numerical-mathematical skills has been proposed. This will be complemented by exercises to stimulate executive functions (working memory and inhibition). A specific strengthening of text comprehension skills is also proposed, to be performed following the completion of the above-described intervention.