Abstract
The PQRST strategy is a specific treatment procedure for story recall disorders; it is divided into 5 phases (Preview, Question, Read, State, Test), and was first suggested by Glasgow e al. (1977), and later by Wilson (1987). Although the PQRST strategy is often mentioned as an effective cognitive strategy for the rehabilitation of memory, little has been published on its effectiveness, and results from previous studies showed some limits in the applicability of the procedure. This research investigated the effectiveness of PQRST strategy in the rehabilitation of story recall disorders; a major effort was done in order to by-pass a few of the limits that were reported in previous studies, and namely, memory and executive functions in story recalling were assessed, and selective improvement in story recalling exclusively was controlled for as well. A group of ten amnesic patients, aged 24 to 72, who suffered from mild to serious memory problems and presented with different neurological diseases, received 16 treatment sessions using the PQRST strategy, after a no-treatment baseline period. Results showed a significant increase in story recall, with regard to both the number of correctly recalled items and the quality of story reporting. Furthermore, the PQRST strategy was found to have a selective effectiveness on the story recalling only; indeed, other memory functions, such as verbal and spatial short-term memory, were not affected by the treatment. Following the baseline period, no significant modifications in memory functions were evidenced. It was then suggested that PQRST strategy is effective in producing an improvement both in storing and retrieval processes as well as in executive functions for logical and sequential organization of verbal information. Repetition and recall of structured verbal information in the form a story is a crucial cognitive function in daily life. Therefore, the main objective of a neuropsychological rehabilitation program is to recover such a function in amnesic patients.

Abstract
Dementia is a clinical syndrome characterized by multiple cognitive impairments, especially in memory. It’s difficult to distinguish between different forms of dementia, since several overlappings may take place. This is a retrospective study. The objectives are to establish whether there are typical and pathognomonic memory profiles of the most common forms of dementia (AD, PD and VaD), and to analyze, by inter-group and within-group comparisons, the evolution of memory impairment. 151 patients were recruited: 40 presenting with AD, 39 with VaD, 36 with PD, while 36 were normal controls, who did not present with statistically significant differences by age, education and gender. The following scales were administered: MMSE (for the assessment of global cognitive functioning), Rey’s 15 Words, Bi-syllable Word Repetition, and Corsi’s Test (for the assessment of verbal and visuo-spatial memory). The sample was further divided into subgroups having different levels of dementia, matched by age, education, gender and cognitive functioning. Comparison between subgroups were carried out using the Kruskal-Wallis’ Scale; a couple comparison by Mann Whitney’s U test was also carried out. Results show different patterns of memory impairment for AD, VaD and PD in the initial phases of deterioration. The profile of AD patients substantially confirm what was already written in literature. The profile of VaD patients is characterized by a visuo-spatial deficit – versus normal subjects (p < .002) as well as versus other groups of diseases (AD: p < .04; PD: p < .05) – and by an immediate recall impairment – versus normal subjects – with performances similar to PD patients’ and higher than AD patients’. The profile of PD patients show an immediate recall deficit versus normal subjects (p < .001), while delayed recall did not differ from that of normal controls; the novelty is the primacy effects: PD patients, indeed, seemed to recall the first words of a list better than last words, showing a trend differing from that of ADs. The hypothesis is that memory impairment is due mostly to recall and time of recalling of information deficit, and not to storing problems.

Abstract
The aim of this research is to check whether typical academic skills such as reading, writing and calculation, are relatively independent from cognitive functioning. To test this hypothesis, performance differences between subjects with specific learning disabilities (SLD) and those with mild mental retardation (MMR) were analyzed. Subjects of the two experimental groups were recruited based on group assessment, which included 321 children from the 3° year of primary school. In the first phase, the following tests were administered: a) “Culture fair” general intelligence test, b) Dictation of words and non-words, c) TRPS. In the second phase, both groups were administered a battery of tests, including those on short-term verbal memory, visual attention, reading, mathematics, and other general trials, such as reading comprehension, problem solving, semantic trials, writing and naming. Results showed that MMR subjects performed higher in reading, mathematics (storing of limited sequences), writing and naming than SLD subjects. On the contrary, SLD subjects performed better in TCM, mathematics (addition and subtraction), reading comprehension, problem solving and semantics than MMR subjects. Development of abilities, that is the possibility of acquiring an efficient operative control in the use of codes, did not seem to require any particular cognitive skill.

Abstract
People presenting with several difficulties might be helped to change and modify themselves in a positive way, in order to attain a better quality of life? In the field of education for people with mental problems and disabilities, the role of adults (trainers) is crucial: in order to produce modifications, the mere exposure to stimuli is not enough; indeed, a human being must actively, and intentionally, interpose him/herself between the stimuli and the subject, thus acting as a mediator. Intelligence is something that can be taught. It can be taught by prompting observation and questioning, stimulating comparisons between objects and events in order to find any connections between apparently non correlated facts, by inducing a correct and proper use of language, by encouraging abstract reasoning from the real context, trying to figure out other possible events that might have happen in the past or might happen in the future, which are certain or only possible, real or fantastic. Intelligence can be taught by mediating self-confidence, objective self-evaluation of one’s own achievements, how to learn from one’s own mistakes, how to understand that collaborating means reciprocal enrichment and that sharing helps overcome difficulties. Intelligence can be taught through mediation. It is possible to learn how to be good mediators and how to help people in difficulties. When the sight cannot be used or is impaired, the integration of the other senses becomes a vital mediation instrument. The tactile version of IE program was developed to meet these needs.

Abstract
The aim of this study was to develop and standardize a psychometric scale – namely, the R.A.R.S. (Rett Assessment Rating Scale) scale – in order to measure disease severity in female children with Rett’s Syndrome. The scale assesses the level of impairment within different domains of development (cognitive, sensory, motor, emotional, behavioural areas). The following statistical analyses were carried out for the validation of the scale: level of discrimination, reliability, internal consistency and factor analysis. New criteria for the classification of the syndrome severity were suggested based on the total and subscales score.

Abstract
The Young-Simpson Syndrome is characterized by multiple malformations and unknown etiology, and is associated with Mental Retardation. It’s a rare syndrome and, indeed, only 11 cases have been so far identified. The evolution of cognitive, adaptive and behavioral characteristics is still unclear. This paper describes a clinical case that, following target-oriented habilitation treatments, showed remarkable improvements in several developmental domains.

Abstract
The present review deals with the research carried out on relationship – from a theoretical and clinical perspective – between deafness and the Theory of Mind (ToM). Currently, the development of ToM represents an important research field in deafness studies. This paper focuses on the new perspectives for the development of ToM (e.g., conversational hypothesis) and how such perspectives have determined, in a relatively short period of time (about 10 years), a great deal of studies. Different research teams have produced converging evidence on a number of important issues. Moreover, a few key-issues (i.e., effects of language and socialization) concerning the debate about the development of ToM in deaf children were also analyzed.