Abstract
Raw case-by-case data from 70 published reports of various structural brain measurements of individuals with autism spectrum disorder (ASD) and neurotypical age-matched controls was collected, quantified, normalized and combined within seven structural MRI dimensions (volumes of whole brain, callosum, amygdala and cerebellum, cortical gyrification and thickness, and white matter fractional anisotropy). Data from 3749 persons with ASD and 3828 neurotypicals revealed that the brain is significantly structurally atypical in ASD most often in early toddlerhood, occasionally in puberty, rarely in adulthood and that these conditions radically change over the life span. The ages at which anomalies peak and trough depend on the measurement, microstructural vs macrostructural, white versus gray matter, cortical vs subcortical, etc. A dominant aspect of the results is that there seem to exist three related phases of brain development in ASD, generalized overgrowth in early toddlerhood, overpruning or overcompensatory underdevelopment in early childhood or adolescence and normalization or slightly suboptimal stabilization in adolescence or adulthood.

Abstract
There is direct evidence of an inverse functional relation between children’s rate of problem behaviors and their social interactions. This research was conducted with two children with autism interacting with each other and has two different purposes: the first to explore the emergence of spontaneous social behaviors in children with autism, the second to demonstrate the efficacy of a social skills training in decreasing challenging behaviors. Procedures based on ABA principles (prompting and reinforcement) were used. No specific intervention on problem behaviors was applied. Data showed a significant increase in spontaneous manding to peer, approach to peer, and parallel play. Problem behaviors decreased significantly as a side effect of increased social abilities. These preliminary data corroborate the use of ABA procedures with ASD children in promoting the emergence of spontaneity in social behavior in peer-to-peer and child-to-adult interactions and are also in line with data in the literature that relate the acquisition of more complex social repertoires to significant reduction in problem behaviors.

Abstract
Background: Pragmatics is agreed to be the communicative domain that is universally impaired in ASD, with variable severity across the spectrum. The difficulties experienced by children with autism in language use can limit their opportunities to socialize with peers, with a consequent higher risk of mental health problems in adolescence. Methods: The present study explored pragmatic language skills in children with ASD, aiming at evaluating the efficacy of a training conducted with a group of three children aged 8-9 years. The five training sessions involved activities aimed at improving pragmatic skills in conversational domains. All sessions were videotaped and analyzed following a protocol and children were pre- and post-tested using a battery of tasks for the evaluation of pragmatic language abilities. Results: Children’s difficulties emerged especially in scores obtained in the language battery, whereas their behavior appeared as more appropriate in the conversational setting. Some improvements in pragmatic skills were observed at post-test. The results are discussed in terms of their educational and clinical implications. Conclusions: Enhancing social relationships of children with autism it is critical in real and everyday contexts, not only to mitigate their difficulties but also to optimize their resources.

Abstract
The primary objective of this article is to evaluate the reality of public opinion and attitudes towards the world of disability in general and the leisure time of people with intellectual disabilities specifically. This study emerges in the context of a strategic plan by the “Asociación A Toda Vela”, a plan intended to improve the quality of life of young people with intellectual disabilities by participating in leisure activities. The most notable conclusions of this study determine that the social relationships of people within the world of disabilities are reduced to a narrow circle of people who are “close” and a socially distant majority that comprises an authentic social barrier to full inclusion. Conversely, a theoretical-practical divergence was also observed, i.e., although belief in the right to leisure for people with intellectual disabilities has a broad consensus, respondents express difficulties in acting on such attitudes in practice.

Abstract
Mainstream perspectives about Specific Learning Disorders (SLD) range between the rehabilitative and psychological understanding of SLD. Few studies have been developed to detect SLD perception in school participants in reference to a cultural standpoint. Adopting a social constructivist perspective, which is part of a cultural framework, the present work aims at detecting the cultural models influencing the perception of SLD in a sample of parents and teachers. A multiple choice survey was administered to primary school parents (n = 1095) and teachers (n = 110), and a subsequent multidimensional analysis procedure  consisting of both Multiple Correspondence and Cluster Analysis  allowed the collection of cluster profiles describing SLD knowledge among the sample. Finally, a Chi-Square analysis investigated the significant differences in SLD perception among parents and teachers, taking into account their experience of SLD. The results offer a breakthrough in the study of SLD perception among school participants and stimulate reflection at both a theoretical and intervention level.

Abstract
Personality factors can be predictors of acceptability and intention to use new technologies, especially regarding education and care fields in the whole lifespan. The aim of this study was to evaluate the predictive factors and attitudes of curricular and specialized teachers towards socially assistive robotics and the intention to use robots in teaching activities. In our research, we investigated the impact of the personality factors measured with the Big Five Questionnaire, on acceptability questionnaires derived by Eurobarometer and by the model Unified Theory of the Acceptance and Use of Technology (UTAUT), administered respectively before and after showing the possible uses of the robot NAO in education and teaching. The study was conducted in four schools, participants were 114 teachers (52.07 ± 8.22), aged 26 to 68 years, of the primary and middle school level. The results highlight the primary role of the personality factors Openness to Experience and Extraversion for promoting the acceptability and reduce the prejudicial reject regarding the use of educational and assistive robotic technologies. In conclusion, for using at best robotics in education, teachers need to receive appropriate training  also on the basis of their attitudes and personality traits  to learn how to plan their educational activities integrating the robotics tools.

Abstract
The main purpose of this investigation was to examine differences between deaf and hearing parents in relation to coping strategies, life satisfaction, and psychological well-being, as well as the role of coping strategies used by deaf and hearing parents to satisfy their own life and improve their psychological well-being. A sample of 75 adults, divided in 36 deaf and 39 hearing parents with deaf children (aged 4-7 yrs) and preadolescents (aged 9-13 yrs), were recruited from users referring to the Center for Deaf Families (Sicily). The Coping Orientation to Problems Experienced-NVI (Carver, Scheier, & Weintraub, 1989), the Satisfaction with Life scale (Pavot & Diener, 2008), and the Psychological Well-being Scales (Ryff & Keyes, 1995) were used. Deaf parents turned out to use more maladaptive coping strategies and reported lower psychological well-being than the hearing ones, with low levels of autonomy, personal growth, positive relationships, and purpose in life. Despite expectations to the contrary, deaf parents were more satisfied with their lives than the hearing ones. It seems that coping strategies, such as searching for social support and avoidance, negatively affected life expectations of both deaf and hearing parents, while turning to religion had positive effects; additionally, these coping strategies (especially, searching for social support, avoidance, and turning to religion) affected the psychological well-being of deaf and hearing parents. Future research might focus on the effects of other dimensions (e.g. resilience and religious beliefs) on well-being of parents of disabled children.