Download DSA is characterized by extreme heterogeneity in clinical pictures, both with respect to the different dimensions of the disability and with respect to its long-term evolution (Ruggerini et al., 2004).
The presence of a learning disorder can be a circumstance that is accompanied by great emotional suffering in childhood and, in this sense, can contribute to determining a pathological deviation of development and, considering the high degree of comorbidity detected between DSA and psychopathology , whether it is read as a co-occurrence or as a consequence, it is right that the clinician who is responsible for establishing the diagnosis and therapeutic plan of a patient with DSA questions whether or not it is appropriate to combine neuropsychological rehabilitation /patient's speech therapy and psychotherapy (Luci and Ruggerini, 2010).
The topic discussed seems to me to be of particular relevance in this historical moment of the study and research on DSA, since over the last twenty years there has been an attempt to separate DSA, a neuropsychological disorder with a neurobiological basis, from the patient's psychoaffective problems ( ibidem).
Today the neurobiological bases of this type of disorder are finally recognized, so much so that in the DSM V, Specific Learning Disorders are included in Neurodevelopmental Disorders, together with ADHD, Autism Spectrum Disorders, Language Disorders, etc. and therefore it is precisely in this historical moment that we can allow ourselves, as clinicians, to return to considering the relevance of the emotional-affective aspects in patients who present a Specific Learning Disorder, and to suggest, in cases where it is deemed highly necessary , the combination of psychotherapy with neuropsychological/logopedic rehabilitation therapy (Luci and Ruggerini, 2010).
In this work we will therefore examine the relationship between Specific Learning Disorders and Psychopathology in developmental age, starting from the comorbidity between the two.