Abstract
The present two single-case studies assessed the use of automatic prompting/encouragement with two adults with extensive multiple disabilities. In both studies, the prompt/encouragement events consisted of one- or two-word statements that followed the stimulation occurring contingent on the activity responses during the intervention phases of the study. Stimulation and prompt/encouragement events were regulated through a technology-aided program. Study I involved an ABCACABC sequence, in which A represented baseline phases, B intervention phases with stimulation contingent on activity responses, and C intervention phases with stimulation and prompt/encouragement statements. Study II involved a CBC sequence. The results of both studies showed improvements in the participants’ performance during the C phases (i.e., the length of the sessions decreased and virtually no guidance from the research assistants was required). Implications of the findings were discussed.

Abstract
Mothers who were classified as resolved showed higher levels of secure base, own and other perspective-taking, and lower level of neutralization than mothers classified as unresolved. Mothers with a higher level of neutralization, compared with mothers with a lower level of neutralization, had children with a higher level of avoidance. The study analyzed the associations between the maternal resolution state of mind of the child’s diagnosis, maternal mental representations of the relation with the child, and children’s attachment. The associations made between the maternal resolution state of mind and some mothers’ and children’s variables were also analyzed. The participants were 21 children with high functioning autism or Asperger syndrome (Mage = 7 years 9 months; SD = 2 years 4 months) and their mothers (Mage = 41 years 2 months; SD = 4 years 7 months). Maternal resolution status was associated with the type of diagnosis and mothers’ age. Mothers who were classified as ‘resolved’, showed higher levels of secure base, their own and other perspective-taking, and a lower level of neutralization, than mothers classified as ‘unresolved’. Mothers with a higher level of neutralization, compared with mothers with a lower level of neutralization, had children with a higher level of avoidance.

Abstract
This study will deal with the construct of perceived control in difficult childrearing interactions with parents of ADHD children. It has been hypothesized that a) these parents develop low self-control schemata as result of a transactional history of failure interactions with their children more often than parents of non-problem children, and b) low perceived control beliefs are associated with increased parental stress and punitive/inconsistent discipline practices. Results show significant differences between families as a function of children’s clinical condition, with higher stress levels and lower perceived control in parents of ADHD children, but they do not support the influence of low-power attribution style on increased stress both in ADHD and non-clinical families. Finally, the influence of perceived control on parenting practices changes as a function of children’s clinical condition with an increment of inconsistent and punitive parenting in association with low perceived control only for ADHD parents. An unexpected result is the higher level of positive parenting in ADHD parents if compared to non-clinical ones who, as initially assumed, report more affection in association with high perceived control attributions. Implications for assessing perceived control beliefs in families of children with behavioral disorders, particularly for the treatment of the ADHD, are discussed.

Abstract
The article attempts to provide some answers to the many questions raised by Giangreco, Doyle and Suter (2012). Two aspects have been analysed in detail: 1. Research findings on pull out phenomena regarding students with disabilities and with learning disabilities; 2. Recent Italian laws for inclusive education. Pull out phenomena characterize the majority of the school careers of persons with disability. Furthermore, the phenomenon concerns students with learning disabilities as well, although in smaller percentages. The widespread occurrence of pull out suggests - although further research is needed in this field - the presence of a risky trend of micro-exclusionary processes within inclusive schools systems. As far as recent Italian laws for inclusive education are concerned, a broadening of the category of students with a right to individualised learning can be observed, from disability to a much broader conceptualisation of special educational need. This can be understood as a trend from integration towards inclusion, although a medical orientation is still noticeable in Italian inclusive school legislation.

Abstract
The paper of Giangreco, Doyle and Suter (2012) introduces a number of interesting questions regarding the policy and practice of disabled students’ inclusion in regular classes. This contribution is aimed at mainly discussing the following topics: 1. similarities and differences between us and Italian policies of inclusion 2. definition of disability and special educational needs 3. definition of inclusion and mode of assessment 4. comments on research results in Italian schools.

Abstract
The article is a response to the paper written by Giangreco and his colleagues, which appeared on Life Span and Disability Journal in 2012. By drawing on Giangreco and his colleagues’ thought-provoking reflections, this contribution offers another important level of analysis of the policy of integrazione scolastica, which aims at understanding which ideological paradigms influence policy formulation and, most importantly, implementation processes. In order to develop inclusive-oriented schools, this contribution makes a case that the policy of integrazione scolastica is a problematic policy that needs to be further investigated through the lenses of the Disability Studies approach. By commenting on the findings discussed in Giangreco and colleagues’ paper, this article will show how a Disability Studies approach may expand the investigation of this innovative policy from an analysis that essentially focuses on identifying effective special education delivery services and a just re-distribution of resources (e.g. specialist staff) to a study that support a critical investigation of how mainstream settings are currently organized and structured. In particular, the article will provide an analysis of those cultural, economic, political and social frameworks within which the notions of disability and mainstream schooling are currently inscribed and that may determine the reproduction of special education mechanisms despite the overt intentions of developing inclusive-oriented supports. It finally argues for a difference between the policy of integrazione scolastica and the policy of inclusive education.