{"id":3631,"date":"2020-08-26T16:34:54","date_gmt":"2020-08-26T14:34:54","guid":{"rendered":"https:\/\/centrotice.gedinfo.com\/?page_id=3631"},"modified":"2026-01-01T21:40:29","modified_gmt":"2026-01-01T20:40:29","slug":"le-pubblicazioni","status":"publish","type":"page","link":"https:\/\/centrotice.it\/en\/le-pubblicazioni\/","title":{"rendered":"Le pubblicazioni"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"3631\" class=\"elementor elementor-3631\">\n\t\t\t\t\t\t<div class=\"elementor-inner\">\n\t\t\t\t<div class=\"elementor-section-wrap\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-485b5a0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"485b5a0\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t\t\t<div class=\"elementor-row\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-dc115ce\" data-id=\"dc115ce\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-column-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-dbb214b elementor-widget elementor-widget-spacer\" data-id=\"dbb214b\" data-element_type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7f2f047 elementor-hidden-desktop elementor-hidden-tablet elementor-hidden-phone elementor-widget elementor-widget-heading\" data-id=\"7f2f047\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Lorem ipsum sicut dolor ament<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1eaecdf elementor-widget elementor-widget-spacer\" data-id=\"1eaecdf\" data-element_type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-d337576 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"d337576\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t\t\t<div class=\"elementor-row\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-e2176c6\" data-id=\"e2176c6\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-column-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-f65cdd8 elementor-widget elementor-widget-text-editor\" data-id=\"f65cdd8\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<p><strong>2025<\/strong><\/p>\n<ul>\n<li>Baccanti, L., Cavallini, F., Iacomini, S. (2025). Peer-mediated Group Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorder and Comorbid Neurodevelopmental Conditions: A Scoping Review. <i>Journal of Clinical and Developmental Psychology,<\/i> online first article.<\/li>\n<li>Bellodi, A., Cattalini, M., Riccio, E., &amp; Giannatiempo, S. (2025). The mirror protocol for teaching generalized imitation in six children with autism spectrum disorder. <em data-start=\"2520\" data-end=\"2573\">Journal of Clinical and Developmental Psychology, 7<\/em>(2), 25\u201347.<\/li>\n<li>Bonanno, M., Fabiani, M., Cavallini, F., Iacomini, S. (2025). Prosodic perception and production in autism: a scoping review. <i>Journal of Clinical and Developmental Psychology, 7 <\/i>(1), 116-135.<\/li>\n<li>Bozzato, P., Corradi, E., Crudo, M., &amp; Pelizzoni, I. (2025). The perception of educational barriers, their sociodemographic correlates, and their relationship with future orientation in Italian adolescents. <em data-start=\"278\" data-end=\"302\">Education Sciences, 15<\/em>(9), 1208.<\/li>\n<li><span style=\"font-size: 16px;\">Cavallini, C., Caravita, S. C. S., &amp; Colombo, B. (2025). Early Adolescents and Exposure to Risks Online: What Is the Role of Parental Mediation Styles?&nbsp;<em>Social Sciences<\/em>,&nbsp;<em>14<\/em>(11), 627.<\/span><\/li><li><span style=\"font-size: 16px;\">Cavallini, M. C., Toscani, D., &amp; Tirelli, V. (2025). <em data-start=\"186\" data-end=\"265\">Autism and menstrual health: A scoping review of challenges and interventions<\/em>. <em data-start=\"267\" data-end=\"318\">Journal of Clinical &amp; Developmental Psychology, 5<\/em>(1\u20133). <a data-start=\"325\" data-end=\"387\" rel=\"noopener nofollow\" target=\"_new\" class=\"decorated-link\" href=\"https:\/\/cab.unime.it\/journals\/index.php\/JCDP\/article\/view\/5080\">https:\/\/cab.unime.it\/journals\/index.php\/JCDP\/article\/view\/5080<\/a><\/span><\/li>\n<li><span style=\"font-size: 16px;\">Giannatiempo, S., Semino, M., Dovigo, L., Nardon, V., De Cecco, M., &amp; Fabio, R. A. (2025). Teaching through gaze: The impact of interactive fairy tales on learning in girls with Rett syndrome. <\/span><em style=\"font-size: 16px;\" data-start=\"586\" data-end=\"616\">Life Span and Disability, 28<\/em><span style=\"font-size: 16px;\">(1), 103\u2013133.<\/span><\/li>\n<li>Fabio, R. A., Semino, M., Perina, M., Martini, M., Riccio, E., Pili, G., &#8230; &amp; Chessa, M. (2025). Virtual Reality as a Tool for Upper Limb Rehabilitation in Rett Syndrome: Reducing Stereotypies and Improving Motor Skills. Pediatric Reports, 17(2), 49.<\/li>\n<li>Fabio, R. A., Giannatiempo, S., &amp; Perina, M. (2025). At-school telerehabilitation for Rett syndrome: Support teachers driving cognitive and communication progress in a randomized trial. <em data-start=\"286\" data-end=\"300\">Children, 12<\/em>(7), 928.<\/li>\n<li>Fabio, R. A., Giannatiempo, S., &amp; Perina, M. (2025). Overcoming challenges in learning prerequisites for adaptive functioning: Tele-rehabilitation for young girls with Rett syndrome. <em data-start=\"899\" data-end=\"937\">Journal of Personalized Medicine, 15<\/em>(6), 250.<\/li>\n<li>Monaco, E., Serafini, E., &amp; Cavallini, F. (2025). Esplorare l\u2019affettivit\u00e0 e sessualit\u00e0 nei giovani adulti con Disturbo dello Spettro Autistico. <em data-start=\"144\" data-end=\"153\">Autismo<\/em>, 23(1).<\/li>\n<li>Mortini, E., Delfino, L., Romani, A., &amp; Giannatiempo, S. (2025). ABA-based interventions: A study on learning speed in robotics-mediated interventions for children on the autism spectrum. <em data-start=\"3241\" data-end=\"3294\">Journal of Clinical and Developmental Psychology, 7<\/em>(2), 66\u201380.<\/li>\n<li>Nocetti, E., &amp; Cattalini, M. (2025). Promote and increase social skills in a child with autism spectrum disorder through psycho-educational training on emotional skills. <em data-start=\"953\" data-end=\"1006\">Journal of Clinical and Developmental Psychology, 7<\/em>(2), 81\u201395.<\/li>\n<li>Rossi, N., Cavallini, F., Iacomini, S. (2025). Scoping review. Interventi per migliorare le abilit\u00e0 di vita indipendente (ILS) in adolescenti e giovani adulti autistici. <i>Autismo e disturbi del neurosviluppo, 23 <\/i>(2), 97-124.<\/li>\n<li>Scorza, M., Serafini, E., Tirelli, V. (2025) ADHD nelle donne e contesto lavorativo: una revisione sistematica della letteratura. Contributo presso convegno AIRIPA 2025<\/li>\n<li>Semino, M., Riccio, E., Giannatiempo, S., Cavallini, F., &amp; Vascelli, L. (2025). Evaluating a Treatment Package to Reduce Toe Walking and Improve Ankle Mobility in Children with Autism Spectrum Disorder: A Multi-Component Intervention. Behavior Analysis in Practice, 18(1), 206-220.<\/li>\n<li>Semino, M., Riccio, E., Vascelli, L., Cavallini, F., &amp; Giannatiempo, S. (2025). Evaluating a treatment package to reduce toe walking and improve ankle mobility in children with autism spectrum disorder: A multi-component intervention. <em data-start=\"1614\" data-end=\"1646\">Behavior Analysis in Practice.<\/em> Advance online publication<\/li>\n<li>Serafini, E., Amorotti, G., Cavallini, F. (2025). \u201cHow are you doing?\u201d: Parental Well-being in Family with Neurodivergent Children: A Systematic Review. Journal of Clinical and Developmental Psychology&nbsp;<\/li>\n<li>Serafini, E., Marchi, V., Amorotti, G.. (2025) La consapevolezza genitoriale nell\u2019esperienza della neurodivergenza: un percorso trasformativo attraverso il Bullet Journal. Video-poster presso convegno AIRIPA 2025<\/li>\n<li>Tiozzo Brasiola, G., &amp; Iacomini, S. (2025). Improving and generalizing social skills of three adult colleagues with intellectual disability diagnosis through a telehealth intervention. <em data-start=\"630\" data-end=\"683\">Journal of Clinical and Developmental Psychology, 7<\/em>(2), 96\u2013114.<\/li>\n<li>Troilo, S., &amp; Berardo, F. (2025). Using ABA tools to train non-Montessori teachers on the core principles of the Montessori method in primary education. <em data-start=\"1913\" data-end=\"1966\">Journal of Clinical and Developmental Psychology, 7<\/em>(2), 115\u2013135.<\/li>\n<li>Vascelli, L., Riccio, E., Giannatiempo, S., Pozzolo, P., &amp; colleghi. (2025). Impact of low-tech assistive technology on behavioral outcomes in children with neurodevelopmental disorders. <em data-start=\"1212\" data-end=\"1265\">Journal of Developmental and Physical Disabilities.<\/em><\/li>\n<li>Vascelli, L., Cavallini, F., &amp; Corsano, P. (2025). Designing behavior, empowering professionals: Research from the master\u2019s program in applied behavior analysis at the University of Parma.<em data-start=\"1212\" data-end=\"1265\">Journal of Clinical and Developmental Psychology, <\/em>7(2), 1\u20135.<span style=\"font-size: 16px;\"><i><br><\/i><b><\/b><\/span><span style=\"font-size: 16px;\"><b><br>2024<\/b><\/span><\/li>\n<\/ul>\n<ul>\n<li>Semino, M, Riccio, E.,&nbsp; Giannatiempo, S., Cavallini, F., &amp; Vascelli, L. (2024) Evaluating a Treatment Package to Reduce Toe Walking and Improve Ankle Mobility in Children with Autism Spectrum Disorder: A Multi\u2010Component Intervention. <em>Behavior Analysis in Practice<\/em><\/li>\n<li>Marchi, V., Sacchetti M.C., Cavallini, F., &amp;&nbsp; Vascelli L. (2024) Promoting Social and Emotional Learning in Primary Schools: A Scoping Review of Intervention Programs. <em>Journal of Clinical &amp; Developmental Psychology, <\/em>6, 2-3<\/li>\n<li>Iacomini, S., Fabiani, M., Serafini, E., Tirelli, V. (2024). Exploring experiences and potential of neurodivergent women entrepreneurs: a qualitative study. <i>Journal of Clinical and Developmental Psychology, 6 <\/i>(2-3), 66-83.<\/li>\n<li>Vascelli, L., &amp; Iacomini, S. (2024). Enhancing living skills in Dravet syndrome through precision teaching: a component-composite approach with an environmental modification. <i>Tizard Learning Disability Review.<\/i><\/li>\n<li>Vascelli., L., Iacomini, S., Cavallini, F., Stasolla, F. (2024). Il Precision Teaching: una rassegna esplorativa delle metodologie di utilizzo, applicazioni e risultati. <i>Psicologia clinica dello sviluppo, <\/i>early access.<\/li>\n<li>Berardo, F., Vascelli, L., Iacomini, S., Cavallini, F. , Scorza, M. (2024). Effetti dell\u2019uso delle videochiamate sul benessere della persona anziana: una revisione sistematica. <i>Psicologia della salute, 2024, 2, <\/i>153-175.<\/li>\n<\/ul>\n<ul>\n<li>Vascelli, L.,Iacomini,&nbsp; S., Tondo, M., Berardo, F., Cavallini, F. (2024). DEL+DEL- APP: Promoting Social Inclusion and Digital Equity for People with Neurodevelopmental Disorders and Elderly People. <i>Journal of Clinical and Developmental Psychology, 2023, 5 <\/i>(1-3), 53-66.<\/li>\n<li>Pelizzoni, I., &amp; Codeluppi, C (2024). Oltre il binario. Scoprire e supportare la variet\u00e0 delle identit\u00e0 di genere. <i>Anemos Neuroscienze<\/i>, anno XVI, 50<\/li>\n<li>Japhet Niyonsenga, Liliane Uwingeneye, In\u00e8s Musabyemariya, Jean Pierre Nteziryayo, Th\u00e8odat Siboyintore, Jean Baptiste Sagahutu, Francesca Cavallini, Rutembesa Eugene, Stefan Jansen, Nadia Monacelli, Luca Caricati, Jean Mutabaruka, (2024) The effects of perceived therapist guidance and advice on adherence to home-based exercise programs in mothers of children with cerebral palsy in Rwanda, Heliyon<\/li>\n<li>Cavallini, C. A. A., Smeraldi, L., Trentini, G., Ganci, A., Borroni, S., &amp; Zaghi, V. (2024). Intervento online di gruppo per il benessere psicologico dei familiari di persone con Sindrome di Dravet: Uno studio esplorativo. <i>Psychotherapy, Cognitive and Behavioral<\/i>, 30 (1), 67\u201390.<\/li>\n<li>Cavallini, M. C., Tirelli, V., &amp; Derba, F. (2024). Virtual exposure to war in Ukraine: thoughts and emotions of Italian adolescents with emotional difficulties.&nbsp;<i>Journal of Clinical &amp; Developmental Psychology,&nbsp;<\/i>Online First, 40-52<br><div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 546.918px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(1.00354);\" data-canvas-width=\"14.468080536912753\">first<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 563.425px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(0.899339);\" data-canvas-width=\"8.953020134228188\">40<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 572.411px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif;\">&#8211;<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 575.198px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(0.955548);\" data-canvas-width=\"9.51258389261745\">52<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 546.918px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(1.00354);\" data-canvas-width=\"14.468080536912753\">first<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 563.425px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(0.899339);\" data-canvas-width=\"8.953020134228188\">40<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 572.411px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif;\">&#8211;<\/div>\n<div style=\"color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; left: 575.198px; top: 37.4908px; font-size: 8.95302px; font-family: sans-serif; transform: scaleX(0.955548);\" data-canvas-width=\"9.51258389261745\">52<\/div>\n<\/li>\n<li>Iacomini, S., Rosa, G., Vascelli, L., Berardo, F., Cavallini, F. (2024). Strategie cognitivo-comportamentali per lo sviluppo di soft-skills lavorative in un gruppo di giovani con autismo aspiranti doppiatori. <em>Autismo e disturbi del neurosviluppo<\/em>, 22 (1), 9-22.<\/li>\n<li>Vascelli, L. (2024). Commentary on \u201cImplementation of an adapted handwriting without Tears\u00ae\ufe0f programme for children with developmental disabilities in a special education setting\u201d. Tizard Learning Disability Review.<\/li>\n<li>Vascelli, L., Iacomini, S., Berardo, F. et al. (2024) Using Precision Teaching to Evaluate the Effects of Tact Training on Intraverbals Relations. <em>Behav Analysis Practice<\/em> 17, 332\u2013337<\/li>\n<li>Tardito, V.,&nbsp;<span style=\"font-family: 'Open Sans', sans-serif; font-size: 16px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400;\">Cavallini, F., &amp; Cattalini, M. (2024).&nbsp;<\/span>When Emotions Don\u2019t Have a Voice,&nbsp;<em style=\"font-variant-ligatures: normal; font-variant-caps: normal; font-family: 'Open Sans', sans-serif; font-size: 16px; font-weight: 400;\">Autismo e disturbi del neurosviluppo<\/em><span style=\"font-family: 'Open Sans', sans-serif; font-size: 16px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400;\">, 22 (1), 61-76<\/span><\/li>\n<li>Zamperlin, C., Fazzolari, D., De Francesco, G., Carretti, B., (2024). <em>COT 5-8 Valutazione della comprensione orale.<\/em> Erickson<\/li>\n<\/ul>\n<p><strong>2023<\/strong><\/p>\n<ul>\n<li>Bennet D Gibb YK (2023) <em>Imprenditorialit\u00e0, neurodiversit\u00e0 e genere<\/em>, traduzione a cura di F. Cavallini, S. Iacomini, V.Tirelli, S. Andolfi, Edizione Lavoro<\/li>\n<li>Cavallini, M. C., Caravita, S. C. S., &amp; Fandrem, H. (2023, July). Feasibility and Early Outcomes of a Parent Training Intervention to Engage Parents in Children\u2019s Media Education. In Healthcare (Vol. 11, No. 15, p. 2130). MDPI.<\/li>\n<li>Iacomini, S.,Vascelli, L., Berardo, F., Cavallini, F., &amp; Dipace, A. (2023). L\u2019utilizzo di un sistema di crediti di lavoro e di un contratto comportamentale per promuovere soft-skills lavorative in un giovane adulto con Sindrome di Prader Willi. <i>Psicologia clinica dello sviluppo<\/i>, Early access.<\/li>\n<li>Iacomini, S., Vascelli, L., Palena, N., Cavallini, F., &amp; Dipace, A. (2023) Un\u2019esperienza di promozione di competenze trasversali e imprenditoriali in un piccolo gruppo di ragazzi con autismo attraverso attivit\u00e0 di doppiaggio. <i>Psicologia clinica dello sviluppo<\/i>, Early access.<\/li>\n<li>Sanfilippo Frittola, G., &amp; Vascelli, L. (2023). Utilizzo di una activity schedule per favorire le transizioni in adolescenti con disturbo dello spettro autistico. Una revisione della letteratura. <i>Autismo e Disturbi dello sviluppo<\/i>,<i> 21<\/i>(1), 27-47.<\/li>\n<li><span style=\"font-size: 16px; color: var( --e-global-color-text );\">Vignudelli, C., Artoni, V., &amp; Cattalini, M. (2023). Gioco outdoor: training di gioco tra pari in bambini con disturbo dello spettro autistico. <\/span><i style=\"font-size: 16px; color: var( --e-global-color-text );\">Autismo e Disturbi dello sviluppo<\/i><span style=\"font-size: 16px; color: var( --e-global-color-text );\">,<\/span><i style=\"font-size: 16px; color: var( --e-global-color-text );\"> 21<\/i><span style=\"font-size: 16px; color: var( --e-global-color-text );\">(1), 83-98.<\/span><\/li>\n<\/ul>\n<p><strong>2022<\/strong><\/p>\n<ul>\n<li>Andolfi, S., Pelizzoni, I., Artoni, V., &amp; Cavallini F. (2022). <i>Precision Teaching e istruzione basata sulla fluenza. Creare sinergie in classe<\/i>. UNICOPLI.<\/li>\n<li>Cammeo, C., Prestera, G., Massaro, D., Marchetti, A., &amp; Cavallini, F. (2022). Teaching clinical reasoning to psychology students: an exploratory study on the potential of a podcast training. <i>Journal of Clinical and Developmental Psychology<\/i>, <i>Online First<\/i>, 1-15.<\/li>\n<li>Iacomini, S., Vascelli, L., Berardo, F., Cavallini, F., &amp; Dipace, A. (2022). Self-employment and Entrepreneurship for Youngs and Adults with Neurodevelopmental or Psychiatric Disorders: a Systematic Review. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, <i>Online First<\/i>, 46-48.<\/li>\n<li>Scattolin, A., Sanfilippo Frittola, G., Iacomini S., &amp; Vascelli, L. (2022). Strategie d&#8217;intervento per favorire la produzione di mand: Una revisione della letteratura. <i>Autismo e Disturbi dello sviluppo<\/i>, <i>20<\/i>(2), 125-145.<\/li>\n<li>Vascelli, L., &amp; Berardo, F. (2022). Video Self-Modeling for a Student with Dravet Syndrome: An Intervention Involving Parents during COVID-19 Pandemic in Italy. <i>Education and Treatment of Children<\/i>, <i>45<\/i>(1), 129-133.<\/li>\n<li>Vascelli, L., Berardo, F., Iacomini, S., Scorza, M., &amp; Cavallini, F. (2022). Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialization activities. <i>Journal of Applied Research in Intellectual Disabilities<\/i>, <i>36<\/i>(2),&nbsp; 259-269.<\/li>\n<li>Vascelli, L., Iacomini, S., Artoni, V., &amp; Berardo, F. (2021). Evaluating the separate and combined effects of enriched environment and punishment for self\u2010injury in school. <i>Behavioral Interventions<\/i>, <i>37<\/i>(2), 239-247.<\/li>\n<li>Vinciguerra, G., Iacomini, S., Villani, E., Artoni, V., &amp; Cavallini, F. (2022). Developing the psychosexual knowledge of two adolescents with Special Educational Needs through a psycho-educational training. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, <i>4<\/i>(1), 1-16.<\/li>\n<\/ul>\n<p><strong>2021<\/strong><\/p>\n<div title=\"Page 1\">\n<div>\n<div>\n<div>\n<ul>\n<li>&nbsp;Sacc\u00e0, A., Pelizzoni, I, &amp; Torelli, I. (2021) La fluenza a casa. Due esperienze di apprendimento. <em>Psicologia dell&#8217;Educazione<\/em>, 3<\/li>\n<li>Amorotti, G., Cavallini, F., &amp; Corsano, P. (2021). Competenze narrative orali di bambini in et\u00e0 scolare con Learning Disabilities e Developmental Language Disorder. <i>Psicologia clinica dello sviluppo<\/i>, 25(3), 357-388.<\/li>\n<li>Cattalini, M., Sacc\u00e0, A., &amp; Cavallini, F. (2021). Assessing Parental Stress and Quality of Life in Families of Pre-School Children with Autism Spectrum Disorder: A Systematic Review of the Assessment Tests Used. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, 3(2), 31-44.<\/li>\n<li>Cavagni, A., &amp; Vascelli, L. (2021). Musica e Disabilit\u00e0: Imparare a Suonare la Batteria con un Training a Fluenza. <i>Psicologia dell\u2019Educazione<\/i>, 2, 75-86.<\/li>\n<li>Cavallini, M.C., &amp; Caravita, S. (2021). Parental strategies for limiting youths\u2019 exposure to online risks. <i>Media Education<\/i>, 12, 59-71.<\/li>\n<li>Cavallini, M.C., &amp; Cavallini, F. (2021). Online Risks in Children with Special Educational Needs: An exploratory study. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, 3(1), 58-68.<\/li>\n<li>Dovigo, L., Capr\u00ec, T., Semino, M., Nucita, A., Iannizzotto, G., &amp; Fabio, R.A. (2021). School\u2019s out: Interactive tele-education for Rett patients at the time of COVID. <i>Professional Psychology: Research and Practice<\/i>, 52(5), 513-522.<\/li>\n<li>Fabio, R.A., Giannatiempo, S., Semino, M., &amp; Capr\u00ec, T. (2021). Longitudinal cognitive Rehabilitation applied with eye-tracker for patients with Rett syndrome. <i>Research in Developmental Disabilities<\/i>, 111(1), 103891.<\/li>\n<li>Fabio, R.A., Semino, M., &amp; Giannatiempo, S. (2021). <i>The GAIRS Checklist: A Useful Global Assessment Tool In Patients With Rett Syndrome<\/i>.<\/li>\n<li>Gueli, G., Pelizzoni, I., &amp; Iacomini, S. (2021) Gli interventi di prevenzione all\u2019abuso sessuale di giovani con disabilit\u00e0 intellettiva. Una rassegna bibliografica. <i>Psicologia dell\u2019Educazione<\/i>, 3.<\/li>\n<li>Iacomini, S., Berardo, F., Cavallini F., &amp; Dipace, A. (2021). Assessment tools for the career planning of adolescents and adults with neurodevelopmental disorders: A systematic review. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, 3(3), 34-55.<\/li>\n<li>Iacomini, S., Diano, A., Vascelli, L., &amp; Artoni, V. (2021). Effects of a non-intensive tact training on the emission of spontaneous verbal operants in different non-instructional settings.<i> Life Span and Disability,<\/i> 24(1), 7-28.<\/li>\n<li>Iacomini, S., Vascelli, L., Artoni, V., &amp; Berardo, F. (2021). Migliorare l\u2019autonomia di adolescenti con disturbi del neurosviluppo nella comunit\u00e0 attraverso l\u2019insegnamento di una routine di spesa. <i>Psicologia clinica dello sviluppo<\/i>, 3, 507-514.<\/li>\n<li>Iacomini, S., Vascelli, L., Ganci, A., Cavallini, F., &amp; Berardo, F., (2021). Assessing Conversational Skills of Adolescents and Young Adults with Developmental Disabilities. <i>Journal of Intellectual Disability Research<\/i>, 65(8), 696-697.<\/li>\n<li>Mariani, G., Marchi, C., Cattalini, M., &amp; Cavallini, F. (2021). Gli effetti rigenerativi dell\u2019esposizione ad ambienti naturali in bambini e adolescenti. <i>Psicologia dell\u2019Educazione,<\/i> 2, 87-100.<\/li>\n<li>Musetti, A., Villani, E., Cavallini, F., &amp; Corsano, P. (2021). Orientamento al futuro, prestazione scolastica, autostima generale e specifica in adolescenza. <i>Psicologia clinica dello sviluppo<\/i>, 2, 239-266.<\/li>\n<li>Santoro, E., Berni, D., Pelizzoni, I., &amp; Cavallini, F. (2021) Applying Precision Teaching in Basic Orofacial Practices. An Exploratory Survey. <i>Logopedia e comunicazione,<\/i> 3, 314-321.<\/li>\n<li>Testa, D., &amp; Cavallini, F. (2021). How activism correlates with well-being in adolescence: A systematic review. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, 3(3), 22-33.<\/li>\n<li>Tirelli, V., Cavallini, M.C., Flauto, S., Amato, L., &amp; Meneghelli, A. (2021). Abilit\u00e0 di studio nell&#8217;intervento precoce per le psicosi: uno studio pilota su tre pazienti. <i>Ricerche di Psicologia<\/i>, 4, 1-16.<\/li>\n<li>Vascelli, L., &amp; Berardo, F. (2021). Video Self-Modeling for a Student with Dravet Syndrome: An Intervention Involving Parents during COVID-19 Pandemic in Italy. <i>Education and Treatment of Children,<\/i> 1-5.<\/li>\n<li>Vascelli, L., Iacomini, S., Artoni, V., &amp; Cihon, T. M. (2021). Teaching Self-Care and Domestic Living Skills using Least-to-Most Prompting Procedure in a Semi-Residential Setting. <i>Journal of Clinical &amp; Developmental Psychology<\/i>, 3(2), 24-41.<\/li>\n<li>Vascelli, L., Iacomini, S., &amp; Berardo, F. (2021). Functional communication training and delay to reinforcement for the treatment of elopement in a boy with Dravet syndrome. <i>Behavioral Interventions<\/i>, 36 (4), 1013-1023.<\/li>\n<li>Villani, E., Musetti, A., Artoni, V., &amp; Corsano, P. (2021). La capacit\u00e0 di orientamento al futuro in studenti con Disturbi Specifici di Apprendimento e con sviluppo tipico. <i>Psicologia clinica dello sviluppo<\/i>, 1, 119-133.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><strong>2020<\/strong><\/p>\n<ul>\n<li>&nbsp;<\/li>\n<li>Artoni, V., &amp; Vascelli, L. (2020). Intervento intensivo e precoce per i disturbi dello spettro autistico: obiettivi e strategie. In D. Rollo, <i>Disturbi dello Spettro autistico e Intersoggettivit\u00e0. Strategie per potenziare le capacit\u00e0 comunicative<\/i>. FrancoAngeli.<\/li>\n<li>Cavallini, F. (2020). <i>La differenza tra la corona e il corona. Comunicare ai bambini nel post COVID-19.<\/i> Torino Medica, 2-3, 45-47.<\/li>\n<li>Ganci, A., Guandalini, S., &amp; Berardo, F. (2020). Activity schedule e feedback contingenti: strumenti per la riduzione dei comportamenti disfunzionali e lo sviluppo di autonomia in adolescenti con disabilit\u00e0 intellettiva all\u2019interno del contesto classe. <i>Ricerche di Psicologia<\/i>, 4, 1167-1184.<\/li>\n<li>Iacomini, S., Diano, A., Vascelli, L., &amp; Artoni, V. (2020). L&#8217;insegnamento di scripts con fading del prompt per incrementare le interazioni con i pari in due studenti con autismo. <i>Autismo e Disturbi dello sviluppo<\/i>, 18(2), 202-220.<\/li>\n<li>Iacomini, S., Vascelli, L., Artoni, V., &amp; Berardo, F. (2020). Strategies to increase on-task behavior and the number of arithmetic facts in a group of adolescents with neurodevelopmental disorders.<i> Journal of Clinical and Developmental Psychology,<\/i> 2(1), 24-47.<\/li>\n<li>Pelizzoni, I., Andolfi, S., Salvaderi, I., &amp; Cavallini, F., (2020). Curriculum Based Measurement e metodologie basate sulla fluenza nel potenziamento della lettura. I risultati di due centri di apprendimento che propongono interventi in bambini con bisogni educativi speciali. <i>Psicologia clinica dello sviluppo<\/i>, 3, 577-583.<\/li>\n<li>Sacc\u00e0, A., Cattalini, M., &amp; Cavallini, F. (2020). Parent-training e terapia dell\u2019Accettazione e dell\u2019Impegno. Una revisione sistematica degli effetti generati sui genitori di bambini con Disturbo dello Spettro dell\u2019Autismo. <i>Psicologia dell\u2019Educazione<\/i>, 3.<\/li>\n<li>Sacc\u00e0, A., Tirelli, V., Derba, F., &amp; Artoni, V. (2020). Abilit\u00e0 matematiche in adolescenza: effetti di un training a fluenza sulla performance e sulla percezione dell\u2019ansia nei Disturbi dell\u2019Apprendimento. <i>DIS Dislessia, Disortografia, Disgrafia, Discalculia e Difficolt\u00e0 in Matematica Disturbi di Attenzione e iperattivit\u00e0<\/i>, 3(1), 375-392.<\/li>\n<li>Tucci, E., Del Balzo, C., Antonelli, L., &amp; Artoni, V. (2020). Incrementare le interazioni sociali e ridurre i comportamenti off-task in studenti con autismo attraverso l&#8217;istruzione in piccolo gruppo. <i>Autismo e Disturbi dello sviluppo<\/i>, 18(1), 9-26.<\/li>\n<li>Vascelli, L., Iacomini, S., Gueli, G., Cavallini, C., Pelizzoni, I., Cavallini, F., &amp; Berardo, F. (2020). The Effects of the Big 6+ 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability. <i>Behavior Analysis in Practice<\/i>, 13(4), 955-960.<\/li>\n<li>Villani, E., Cavallini, F., Artoni, V., &amp; Corsano, P. (2020). L&#8217;orientamento al futuro in et\u00e0 adolescenziale: una rassegna della letteratura. <i>Ricerche di Psicologia<\/i>, 4, 977-1015.<\/li>\n<\/ul>\n<p><strong>2019<\/strong><\/p>\n<ul>\n<li>Cavallini, F., Sacchetti, M.C., Vascelli, L., &amp; Artoni, V. (2019). The academic network in the field of psychology as a strategy of innovation for nonprofit enterprises. <i>Journal of Clinical and Developmental Psychology<\/i>, 1(2), 39-48.<\/li>\n<li>Cavallini, F., Carpitelli, A., Corsano, P., &amp; Cihon, T.M. (2019). Entrepreneurship education: The case of the ABA Master at the University of Studies of Parma.<i> Journal of Entrepreneurship Education<\/i>, 22(1).<\/li>\n<li>Cavallini, F., Pelizzoni, I., Diano, A., &amp; Andolfi, S. (2019). Curriculum Based Measurement e metodologie basate sulla fluenza nel potenziamento della lettura: riflessioni su efficacia, efficienza ed economicit\u00e0 degli interventi in bambini con bisogni educativi speciali. <i>Psicologia Clinica dello Sviluppo<\/i>, 2, 295-302.<\/li>\n<li>Del Balzo, C., Antonelli, L., Tucci, E., &amp; Artoni, V. (2019). Peer Tutoring e Token Economy per Aumentare Approvazioni e Interazioni Spontanee in Tre Studenti con Autismo.<i> Autismo e Disturbi dello sviluppo, <\/i>17(2), 253-269.<\/li>\n<li>Derba, F., Calabretta, T., &amp; Cavallini, F. (2019). Promozione dell&#8217;autonomia scolastica attraverso l&#8217;utilizzo di social network. <i>Psicologia dell&#8217;Educazione,<\/i> 2, 101-112.<\/li>\n<li>Derba, F., Cavallini, M.C., &amp; Villani, E. (2019). Migliorare la performance accademica in una studentessa universitaria con diagnosi tardiva di dislessia. <i>Dyslexia<\/i>, 16(1), 99-111.<\/li>\n<li>Derba, F., Cavallini, M.C., Villani, E., &amp; Cavallini, F. (2019). Il goal setting come strategia efficace per &#8220;sopravvivere ai compiti&#8221;. Risultati di un percorso individualizzato rivolto a quattro studenti adolescenti con Disturbo Specifico dell&#8217;Apprendimento. <i>Psicologia Clinica dello Sviluppo<\/i>, 2, 303-310.<\/li>\n<li>Marchi, C., Villani, E., Derba, F., &amp; Vascelli, L. (2019). Peer tutoring. Un training efficace per acquisire le soft skills in adolescenza. <i>Psicologia dell&#8217;educazione<\/i>, 3.<\/li>\n<li>Musetti, A., Eboli, G., Cavallini, F., &amp; Corsano, P. (2019). Social relationships, self-esteem, and loneliness in adolescents with learning disabilities. <i>Clinical Neuropsychiatry<\/i>, 16(4), 133-140.<\/li>\n<li>Pelizzoni, I., Cavallini, F., Fonticoli, V., &amp; Cavallini, C. (2019). Il ruolo dei genitori nell&#8217;utilizzo dei videogame: Una rassegna sistematica. <i>Media education &#8211; Studi, ricerche, buone pratiche<\/i>, 10(2), 212-231.<\/li>\n<li>Pelizzoni, I., Derba, F., &amp; Marchi, C. (2019). Goal setting e self-monitoring: Training per il miglioramento delle abilit\u00e0 di studio. <i>Psicologia dell&#8217;educazione<\/i>, 1.<\/li>\n<li>Pelizzoni, I., Lombardi, B., Sacchetti, M.C., Marchi, C., &amp; Cavallini, F. (2019). Proposta di supervisione per tirocinanti. Public posting e Feedback informativi. <i>Psicologia dell\u2019Educazione<\/i>, 2.<\/li>\n<li>Sacc\u00e0, A., Cavallini, F., &amp; Cavallini, M.C. (2019). Parents of Children with Autism Spectrum Disorder: a systematic review. <i>Journal of Clinical and Developmental Psychology,<\/i> 1(3), 30-44.<\/li>\n<li>Scattolin, A., Artoni, V., Giannatiempo, S., Martino, F., &amp; Berardo, F. (2019). &#8220;Protocollo Mirror&#8221; per l&#8217;Insegnamento dell&#8217;Imitazione Generalizzata ad un Bambino con Disabilit\u00e0 Intellettiva. <i>Autismo e Disturbi dello sviluppo<\/i>, 17(1), 29-49.<\/li>\n<li>Vascelli, L., &amp; Artoni, V. (2019). Aumentare l&#8217;aderenza terapeutica in un paziente adolescente con disabilit\u00e0 intellettiva attraverso l&#8217;utilizzo di strategie comportamentali. <i>Psicologia della Salute,<\/i> 3, 137-153.<\/li>\n<li>Vascelli, L., &amp; Artoni, V. (2019). L&#8217;insegnamento di richieste per ridurre i comportamenti non appropriati a scuola.<i> Psicologia dell&#8217;educazione<\/i>, 3, 87-101.<\/li>\n<li>Vascelli, L., Artoni, V., &amp; Berardo, F. (2019). Migliorare le transizioni tra attivit\u00e0 di un adolescente con autismo attraverso l&#8217;utilizzo di una Activity Schedule. <i>Autismo e Disturbi dello sviluppo<\/i>, 17(2), 207-220.<\/li>\n<li>Vessels, L., Artoni, V., Cavallini, F., &amp; Berardo, F. (2019). Functional interactions with the process of Differential Reinforcement of Other Behavior. <i>Psicologia dell&#8217;educazion<\/i>and, 1, 119-129.<\/li>\n<\/ul>\n<p><b>2018<\/b><\/p>\n<ul>\n<li>Cavallini, F., Carpitelli, A., &amp; Corsano, P. (2018). Educazione all&#8217;imprenditorialit\u00e0: Il caso del Master ABA dell&#8217;Universit\u00e0 degli Studi di Parma. <i>Psicologia dell&#8217;Educazione<\/i>, <i>2<\/i>.<\/li>\n<li>Cavallini, F.; Pelizzoni, F., &amp; Dobson, S. (2018). The Psychologist and the DSA. In C. Lucchiari (edited by), <i>The psychologist at the school. A path of practical and theoretical<\/i>. Padova: libreriauniversitaria.en editions<\/li>\n<li>Cihon, T., Artoni, V., Cavallini, F., &amp; Corsano, P. (2018). Creating and Sustaining an International Collaboration in Behavior Analysis. <i>Behavior and Social Issues<\/i>, <i>27<\/i>, 71-90.<\/li>\n<li>Diaferia, C., Artoni, V., &amp; Rollo, D. (2018, June). Scaffolding in teacher-student interaction: an operationalization for evaluation in educational and clinical settings. In <i>2018 IEEE International Symposium on Medical Measurements and Applications (MeMeA)<\/i> (pp. 1-5). IEEE.<\/li>\n<li>Petrini, V., Carpitelli, A., &amp; Artoni, V. (2018). Effetti di un training motorio in gruppo sui livelli di attivit\u00e0 fisica e i prerequisiti dell&#8217;interazione sociale nei disturbi dello spettro autistico e della coordinazione motoria. <i>Autism and developmental disorders<\/i>, <i>16<\/i>(2), 225-248.<\/li>\n<\/ul>\n<p><b>2017<\/b><\/p>\n<ul>\n<li>Dobson, S. (2017). <a href=\"https:\/\/it.pearson.com\/aree-disciplinari\/italiano\/didattica-inclusiva\/disturbi-specifici-apprendimento.html#\" rel=\"nofollow noopener\" target=\"_blank\">I Disturbi Specifici dell&#8217;Apprendimento. Non \u00e8 mai troppo tardi per riconoscerli e intervenire.<\/a><\/li>\n<li>Fabio, R.A., Giannatiempo, S., Semino, M., &amp; Capr\u00ec, T. (2017). Apprendo e comunico con il Tobii: come un sistema puntamento oculare pu\u00f2 migliorare la qualit\u00e0 della vita. I primi sviluppi del Progetto &#8220;Aiutiamo le bimbe dagli occhi belli&#8221; finanziato da Fondazione Vodafone. <i>Vivirett<\/i>, <i>74<\/i>, 32-33.<\/li>\n<li>Giannatiempo, S. (2017). Al via il progetto &#8220;Le bimbe dagli occhi belli&#8221;: il resoconto del primo trimestre. <i>Vivirett<\/i>, <i>73<\/i>, 5-7.<\/li>\n<li>Pelizzoni, I., Derba, F., Tirelli, V., &amp; Rollo, D. (2017). Studio: strategie e metodi per allenare un&#8217;abilit\u00e0 multicomponenziale. <i>Psicologia dell&#8217;Educazione<\/i>,<i> 2<\/i>.<\/li>\n<li>Tirelli, V., &amp; Cavallini, F. (2017). Has something changed?: A reflection on the symptom in the three generations of cognitive behavioural therapy. <i>Psychoanalytic research<\/i>, <i>3<\/i>(3), 67-78.<\/li>\n<\/ul>\n<p><b>2016<\/b><\/p>\n<ul>\n<li>Casarini, F., Artoni, V., Cascavilla, R., &amp; Love, E. (2016). Token economy and peer-monitoring-at school: to increase participation and reduce problematic behaviors in the classroom. <i>Difficulties of learning and teaching inclusive<\/i>, <i>3<\/i>(3), 345-351.<\/li>\n<li>Casarini, F., Cascavilla, R., &amp; Artoni, V. (2016). Ridurre la stereotipia vocale in un bambino con autismo attraverso l&#8217;interruzione della risposta e la redirezione. <i>Autism and developmental disorders<\/i>,<i> 14<\/i>(1), 79-96.<\/li>\n<li>Giannatiempo, S. (2016). Cognitive enhancement and rehabilitation of communication. <i>Vivirett<\/i>, <i>72<\/i>, 38.<\/li>\n<li>Giannatiempo, S. (2016). Cognitive enhancement and rehabilitation of communication, Vivirett, 71, 38.<\/li>\n<li>Greer, R. D., &amp; Ross, D. (2008). <i>Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays<\/i>.<i> <\/i>Italian translation by Artoni V. &amp; Casarini, F.. Boston: Allyn &amp; Bacon.<\/li>\n<\/ul>\n<p><b>2015<\/b><\/p>\n<ul>\n<li>Artoni, V., &amp; Fiorini, B. (2015). Insegnare l&#8217;utilizzo corretto di risposte &#8220;S\u00ec&#8221; e &#8220;No&#8221; ad un bambino con autismo. <i>Disability Evolutionary<\/i>, <i>32<\/i>, 57-65.<\/li>\n<li>Casarini, F., &amp; Dobson, S. (2015). Intervention at home for students with reading difficulties: the Potential and limits. <i>Dyslexia<\/i>, <i>12<\/i>(2), 189-201.<\/li>\n<li>Casarini, F., Berard, F., &amp; Cavallini, F. (2015). Improve the italics together. A technique of teaching evidence-based to automate the tying of the characters in italics. <i>Difficulties of learning and teaching inclusive<\/i>,<i> 3<\/i>, 187-194.<\/li>\n<li>Galanti, E., Casarini, F., Diaferia C., &amp; Cavallini, F. (2015). Train at home you can: intervention based on the fluence to improve the writing in italics. <i>Psychology and the school<\/i>,<i> 42<\/i>.<\/li>\n<\/ul>\n<p><b>2014<\/b><\/p>\n<ul>\n<li>Tirelli, V., Casarini, F., &amp; Cavallini, F. (2014). Gli effetti dell&#8217;integrazione del Bedtime Pass con una procedura di estinzione operante nel trattamento di una bambina di 9 anni con risvegli notturni. <i>Psychotherapy and Cognitive Behavioral<\/i>, <i>20(2)<\/i>, 237-248.<\/li>\n<li>Tirelli, V., Cavallini, F., &amp; Casarini, F. (2014). Homework: a means of collaboration between school and home. <i>Psicologia dell&#8217;educazione<\/i>, <i>8<\/i>(1).<\/li>\n<\/ul>\n<p><b>2013<\/b><\/p>\n<ul>\n<li>Fabio, R. A., Giannatiempo, S., &amp; Carmona, P. (2013). Dialog: the communicators of the new generation. <i>Vivirett<\/i>, <i>65<\/i>, 31-32.<\/li>\n<\/ul>\n<p><b>2012<\/b><\/p>\n<ul>\n<li>Cattivelli, R., Cavallini, F., Tirelli, V., Berardo, F., Maffini, N., &amp; Perini, S. (2012). Prospettive educative attraverso un approccio clinico: i contributi dell&#8217;Acceptance and Commitment Therapy e della Functional Analytic Psychotherapy nel caso di un ragazzo con ansia sociale. <i>Psychotherapy, Cognitive and Behavioral<\/i>, <i>18<\/i>.<\/li>\n<li>Cattivelli, A., Tirelli, V., Berardo, F., Cavallini, F., &amp; Perini, S. (2012). Promoting Appropriate Behavior in Daily Life Contexts, Using Functional Analytic Psychotherapy in Early-adolescent and adolescent Children. <i>International Journal Of Behavioral Consulting and Therapy<\/i>, <i>7(<\/i>2-3), 25-32.<\/li>\n<\/ul>\n<p><b>2011<\/b><\/p>\n<ul>\n<li>Dobson, S., Cavallini, F., &amp; Perini, S. (2011). Precision teaching and words of frequent. A happy marriage in order to promote the speed of reading in a child diagnosed with dyslexia. <i>Dyslexia, 8<\/i>(1), 67-79.<\/li>\n<li>Cavallini, F., Casarini, F., &amp; Tirelli, V. (2011). The historical evolution and the methodology of Precision Teaching. <i>American Journal on Intellectual and Developmental Disabilities, 9<\/i>(3).<\/li>\n<li>Fabio, R. A., Giannatiempo, S., Oliva, P., &amp; Murdaca, A. M. (2011). The Increase of Attention in Rett Syndrome: A Pre-test\/Post-test Research Design. <i>Journal of Developmental and Physical Disabilities<\/i>, <i>23<\/i>(2), 99-111.<\/li>\n<\/ul>\n<p><b>2010<\/b><\/p>\n<ul>\n<li>Berardo, F., Cavallini, F., &amp; Dobson, S. (2010). Write fluent means accurate writing. <i>Journal of Applied Radical Behavior Analysis<\/i>, 48-67.<\/li>\n<li>Casarini, F. (2010). Schools that it can&#039;t transport in Italy: The dream of the researchers for the children, teachers and parents. <i>Journal of Applied Radical Behavior Analysis<\/i>, 68-72.<\/li>\n<li>Casarini, F., &amp; Cavallini, F. (2010). Precision Teaching and Direct Instruction. New technologies for the traditional school. <i>Journal of Applied Radical Behavior Analysis<\/i>, 23-37.<\/li>\n<li>Cavallini, F., Berard, F., &amp; Perini, S. (2010). Mental retardation and reading rate: effects of precision teaching. <i>Life span and disability, 1<\/i>, 87-101.<\/li>\n<li>Cavallini, F., Berardo, F., &amp; Pignoli, L. (2010). Insegnare l&#8217;alfabeto a un soggetto con sindrome di Down attraverso l&#8217;uso del precision teaching. <i>Journal of Applied Radical Behavior Analysis<\/i>, 38-47.<\/li>\n<li>Perini, S., Casarini, F., &amp; Cattivelli, R. (2010). The effects of it can&#039;t transport Conditioning Procedures to Increase Appropriate Toy Play and Decrease Stereotypy. <i>Journal of Applied Radical Behavior Analysis<\/i>, 82-98.<\/li>\n<li>Pino, O., Leone, D., Forconi, S., &amp; Casarini, F. (2010). Functional independence and preference effects on the acquisition of multiply-controlled mands and tacts. <i>Journal of Applied Radical Behavior Analysis<\/i>, 82-98.<\/li>\n<li>Pistoljevic , N., Cahill, C., &amp; Casarini, F. (2010). The effects of the Speaker Emersion Procedures on the Emission of Vocal Verbal Operants in Non-Instructional Settings. <i>Journal of Speech and Language Pathology - ABA<\/i>, <i>5<\/i>(2), 1-16.<\/li>\n<li>Vignoli, A., Fabio, R. A., Briola, F., Giannatiempo, S., Antonietti, A., Maggiolini, S., &amp; Canevini, M. P. (2010). Correlations between neurophysiological, behavioral, and cognitive function in Rett Syndrome. <i>Epilepsy &amp; Behavior<\/i>, <i>17<\/i>(4), 489-496.<\/li>\n<\/ul>\n<p><b>2009<\/b><\/p>\n<ul>\n<li>Cavallini, F., &amp; Perini, S. (2009). Comparison of teaching syllables or words on reading rate. <i>European Journal Of Behavior Analysis<\/i>, <i>10<\/i>(2), 255-263.<\/li>\n<li>Fabio, R. A., &amp; Giannatiempo, S. (2009). Interventions and perspectives in Rett Syndrome. <i>Sindrome di Rett &#8211; Autismo oggi<\/i>, <i>16<\/i>.<\/li>\n<li>Perini, S., &amp; Casarini, F. (2009). Criteria of effectiveness of treatments, ABA. Proposal for collaboration between operators to implement the programs that it can&#039;t transport. <i>Autism and developmental disorders, 7<\/i>(2), 97-109.<\/li>\n<\/ul>\n<p><b>2008<\/b><\/p>\n<ul>\n<li>Cattivelli, A., Cavallini, F., &amp; Perini, S. (2008). The role of fluency in the competence motor: a preliminary study on the basketball court. <i>Movement<\/i>, <i>24<\/i>(3), 86-93.<\/li>\n<li>Cavallini, F., &amp; Perini, S. (2008). Disorder, disability, or dis-fluency: The role of fluency in the rehabilitation of cognitive and motor developmental age. <i>Life span and disability<\/i>, <i>11<\/i>(2), 137-150.<\/li>\n<li>Cavallini, F., Berardo, F., &amp; Perini, S. (2008). Fluenza: un diritto e un dovere: applicazione del Precision Teaching nell&#8217;insegnamento della lettura a una bambina con autismo. <i>American Journal on Mental Retardation<\/i>, <i>6(2)<\/i>, 393-409.<\/li>\n<li>Fabio, R. A., Giannatiempo, S., Antonietti, A., &amp; Budden, S. (2008). The role of stereotypies in overselectivity process in Rett syndrome. <i>Research in Developmental Disabilities<\/i>, <i>30<\/i>(1),<i> 136-145.<\/i><\/li>\n<li>Perini, S., &amp; Cavallini, F. (2008). Fluency in education: introduction to a new paradigm. The theories and methods of psychology in italy: current trends. In S. New &amp; G. Spirini, <i>In memory of Angelo Majorana, a psychologist in the land of the border<\/i> (pp. 441-456). Franco Angeli.<\/li>\n<li>Perini, S., &amp; Cavallini, F. (2008). Fluency in education: an introduction to a new paradigm. In G. Perricone, M. T. Di Maio &amp; F. R. Nuccio, <i>Telling ALADDIN. Constraints and possibilities of the work of the psycho-socio-educational in pediatrics <\/i>(pp. 99-106). Franco Angeli.<\/li>\n<\/ul>\n<p><b>2007<\/b><\/p>\n<ul>\n<li>Cavallini, F., Fontanesi, S., &amp; Perini, S. (2007). Educate and re-educate the writing: the development of fluency with the precision teaching. <i>Italian Journal Of Disability<\/i>, <i>7<\/i>(2), 9-31.<\/li>\n<li>Cavallini, F., Trubini, C., &amp; Perini, S. (2006). The single subject to the basket. Drawings n=1 for the management and behavior modification competition: an experience in the developmental age. <i>The Developmental Age, 83<\/i>, 42-52.<\/li>\n<\/ul>\n<p><b>2006<\/b><\/p>\n<ul>\n<li>Cavallini, F. (2006). Endurance: l&#8217;attenzione dal punto di vista dei precision teachers. <i>Italian Journal Of Disability, 6<\/i>(3), 19-32.<\/li>\n<\/ul>\n<p><b>2005<\/b><\/p>\n<ul>\n<li>Cavallini, F., Trubini, C., &amp; Perini, S. (2005). Finally fluence between the counters! <i>Journal of Applied Radical Behavior Analysis<\/i>, <i>1<\/i>.<\/li>\n<li>Trubini, C., Cavallini, F., &amp; Pinelli, M. (2005). Effetti del cooperative learning: un&#8217;esperienza in prima elementare. <i>Learning difficulties, 11<\/i>(1), 539-572.<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">&nbsp;<\/li>\n<li style=\"list-style-type: none;\">&nbsp;<\/li>\n<\/ul>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4f64797 elementor-section-stretched elementor-section-height-min-height elementor-section-content-space-between elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"4f64797\" data-element_type=\"section\" data-settings=\"{&quot;stretch_section&quot;:&quot;section-stretched&quot;,&quot;shape_divider_bottom&quot;:&quot;book&quot;,&quot;shape_divider_bottom_negative&quot;:&quot;yes&quot;}\">\n\t\t\t\t\t\t\t<div class=\"elementor-background-overlay\"><\/div>\n\t\t\t\t\t\t<div class=\"elementor-shape elementor-shape-bottom\" data-negative=\"true\">\n\t\t\t<svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 1000 100\" preserveaspectratio=\"none\">\n\t<path class=\"elementor-shape-fill\" d=\"M806,94.7C619.5,90,500,20.3,500,1.7c-1,18.6-117.5,88.3-306,93C92,97.2,0,97.9,0,97.9v-0l0,0v2.3h1000v-2.3 C1000,97.7,920.3,97.6,806,94.7z M350,65.1L350,65.1L350,65.1L350,65.1z\"\/>\n<\/svg>\n\t\t<\/div>\n\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t\t\t<div class=\"elementor-row\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4621ba\" data-id=\"b4621ba\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-column-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6b0cac7 elementor-widget elementor-widget-heading\" data-id=\"6b0cac7\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">For information, please contact our press office<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-12e4e64 elementor-widget elementor-widget-text-editor\" data-id=\"12e4e64\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<p>Marcello Marchesini<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7004185 elementor-align-center elementor-widget elementor-widget-button\" data-id=\"7004185\" data-element_type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t<a href=\"mailto:marcello.marchesini@centrotice.it\" class=\"elementor-button-link elementor-button elementor-size-md\" role=\"button\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-text\">SEND AN E-MAIL<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Lorem ipsum sicut dolor ament 2025 Baccanti, L., Cavallini, F., Iacomini, S. (2025). Peer-mediated Group Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorder and Comorbid Neurodevelopmental Conditions: A Scoping Review. Journal of Clinical and Developmental Psychology, online first article. Bellodi, A., Cattalini, M., Riccio, E., &amp; Giannatiempo, S. (2025). The mirror protocol [&hellip;]<\/p>","protected":false},"author":2,"featured_media":38940,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/pages\/3631"}],"collection":[{"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/comments?post=3631"}],"version-history":[{"count":157,"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/pages\/3631\/revisions"}],"predecessor-version":[{"id":39413,"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/pages\/3631\/revisions\/39413"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/media\/38940"}],"wp:attachment":[{"href":"https:\/\/centrotice.it\/en\/wp-json\/wp\/v2\/media?parent=3631"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}