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isorder of written expression, 12 (0.8%) as mathematics disorder and 26 (1.7%)s learning disorder not otherwise specified (LD NOS). Fifty subjects (76.9%)ad at least one comorbid disorder, and attention deficit hyperactivity disorderADHD) (69.2%) was the most common co-diagnosis, followed by oppositionalefiant disorder (41.5%), anxiety disorder (30.8%), affective disorder (12.3%),nd tic disorder (9.2%).onclusion.– The results of this study suggest that considerable number oflementary school students are diagnosed as LD and have various psychiatricomorbidities.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.301

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pecific learning disability: Psychopathologicalharacteristics and socioenvironmental factors duringevelopmental age. Del Signore ∗, R. Averna , A. Petrone , S. Rossetti , F. Capozzi

Department of Pediatrics and Neuropsychiatry of Child and Adolescent,apienza University of Rome, Rome, ItalyCorresponding author.

orrelations between socioeconomic status (SES), global functioning and psy-hopathological profile were investigated in a group of 90 children, aged between.6 and 17. A battery composed by C-GAS and CBCL was administered tossess global functioning and psychological and behavioral problems as reportedy parents. SES and global functioning did not significantly correlate. Dif-erently, a high SES as well as a high global functioning correlated with aeduced proneness to develop psychopathology (r = from –.20 to –.48): a minorendency to develop disorders such as Externalizing Problems (Conduct pro-lems and Aggressive Behaviors), Internalizing Problems (Withdrawn, Somaticomplaints, Anxiety/Depressed Problems), and Total Problems (Externalizing,

nternalizing, Social, Thought, Attention Problems) was observed. In addition,high SES level and a high global functioning correlate with a better perfor-ance in the Activities subscale (P ≤ 0.05) and with a higher level in the General

ompetences subscale (P < 0.05). Results will be discussed.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.302

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pecific learning disability: How the neuropsychologicalrofile changes through development. Averna ∗, S. Del Signore , A. Petrone , S. Rossetti , M. Vigliante

Department of Pediatrics and Neuropsychiatry of Child and Adolescent,apienza University of Rome, Rome, ItalyCorresponding author.

battery composed by § C-GAS, to assess global functioning, § MT tests, tossess reading and comprehension, § WISC III, to assess cognitive skills, wasdministered to 90 children, aged between 7.6 and 17.6. Subjects with higherocio-economic status showed higher comprehension abilities (P < 0.04) and fas-er speed-of-reading (SOR, P = 0.03). A high global functioning correlates withminor SOR (P = 0.02), a higher verbal (P < 0.01) and total (P ≤ 0.01) IQ. Slow-

eaders showed a greater accuracy (P < 0.01). There was a significant positiveorrelation between comprehension and verbal QI (P = 0.01) The comparisonf reading performances highlighted that primary-school students are slowerhan pre-adolescents while adolescents are the fastest, supporting the hypothe-is that SOR grows with age. Differently, there were no significant differences

n the accuracy parameter. Adolescents showed the best performances in com-rehension, no significant differences were observed between school childrennd pre-adolescents. Results will be discussed.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.303

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l’enfance et de l’adolescence 60S (2012) S140–S196 S181

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rofile of reading, writing and arithmetics in Italianearning disabilities. Mitola ∗, T. Scandale , G. Pietrosanti , R. Penge , C. D’Agostini Costa

Pediatrics and Child Neurology and Psychiatry, Sapienza University, Roma,talyCorresponding author.

talian language is characterized by a high correspondence between sound andign. According to this peculiarity, we aimed to define a profile of learning abili-ies in 300 Italian children (8–16 years old), with diagnosis of Learning Disorderchieved in our Department from 2006 to 2011. The parameters considered were:uickness and accuracy of reading of words, pseudowords and text; number ofrrors in writing words, pseudowords, sentences with homophones not homo-raphs words, text; number of errors in arithmetics, quickness of arithmetic factetrieval and problem solving. The results show: for reading a greater impair-ent in quickness than accuracy, the relationship of which varies consideringords, pseudowords and text; for writing a main fall on words and sentencesith homophones not homographs, errors and difficulties in morphosyntacticrganization of the summary; for arithmetic difficulties of queuing and in thehoice of recovery or procedural strategies, errors in the arithmetic fact retrieval.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.304

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europsychological profile in Italian learning-disabledhildren. Penge ∗, C. Pesola , C. D’Agostini Costa , P. Rampoldi , I. Salvadore

Pediatrics and Child Neurology and Psychiatry, Sapienza University, Roma,talyCorresponding author.

he heterogeneity of Learning Disabilities (LD) led to hypothesize a multi-actorial genesis of the disorder. Besides phonological processing difficulties,ther neuropsychological/cognitive skills are involved to define type and seve-ity of difficulties, with a different significance according to the relationshipetween spoken, written language and the writing modalities. Our purposeas to delineate the neuropsychological profile (language, meta-phonological,isual-spatial, praxis skills and cognitive level) of 300 Italian children withD evaluated at our Department in the last five years. The results shown lexicaloorness, difficulties in narrative organization and in inferential comprehension,ne motor deficits that can be associated with bad writing or dysgraphia. Therequent presence of a discrepancy between Performance and Verbal Intelligenceuotient is confirmed. All these features are individually present in different

ubgroups of subjects, with some overlaps. The relationship between neuro-sychological/cognitive falls and type of difficulties in learning is not entirelynique and requires further studies.

ttp://dx.doi.org/10.1016/j.neurenf.2012.04.305

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edium-term evolution of learning disorders. Salvadore ∗, F. Di Santo , L. Ferretti , C. Mitola , R. PengePediatrics and Child Neurology and Psychiatry, Sapienza University, Roma,talyCorresponding author.

he skills involved in Learning Disorder (LD) are subject to longitudinalhanges in relation to development, interventions and environmental condi-ions that interact with neurobiological factors. The typical neuropsychologicalNP) deficits of the disorder persist into adulthood. We aimed to evaluatehe medium-term evolution of LD, considering that there are few studiesn literature about it. We considered different variables of NP evaluation of

0 adolescents followed-up in our Department who received diagnosis ofD during elementary school. Our results confirm the stability of LD over

ime, with more falls in speed parameter than accuracy and better perfor-ance in reading comprehension. The difficulties in arithmetic, when present,