Background. Emotional and behavioral regulation in preschool-aged children is a transversal domain that impacts language, motor skills, executive functions, and participation. The Multimodal Interactive Therapy (TIM) group, conducted by the Neuro and Psychomotricity Therapist of the Evolutionary Age (TNPEE), offers an intensive and ecological setting that may facilitate co-regulation and peer learning processes. Objectives. The clinical evaluatoin of the outcomes of TIM on: 1- emotional and behavioral regulation and 2- related functional domains (language, motor-praxic abilities, attention, autonomy, and play) in preschool children experiencing regulation difficulties. Methods. This (clinical observational) prospective case series study (n=5; age range: 3.11–4.4 years) was conducted at the Diagnostic and Therapeutic Day Service of the Child Neuropsychiatry Unit, “G. Salesi” Hospital, Ancona. The intensive intervention consisted of 5 sessions per week, 3 hours per day, for 7 weeks, co-led by a TNPEE and an educator. Pre- and post-intervention assessments (T0/T1) included standardized instruments, a parental questionnaire on emotional regulation, and systematic clinical-functional observations. Results. All participants demonstrated clinically significant improvements in emotional regulation (increased awareness and verbal/physical help-seeking; reduction in dysfunctional strategies), accompanied by progress in language production and comprehension, motor-practical skills, attentional endurance, autonomy, and quality of play (greater initiative and symbolic complexity). These outcomes appear to be mediated by intensive routines, adult-child co-regulation, and peer imitation. Conclusions. The TIM group (forse e' meglio approach?) represents a promising integrated therapeutic context (o approach here?) for promoting emotional regulation and overall functioning in preschool-aged children. The TNPEE plays a central role in multimodal intervention design and modulation of the affective setting. Although the results are limited by the small sample size, lack of a control group, and short follow-up period, they support the need for controlled and longitudinal studies to further assess the effectiveness and long-term sustainability of this approach.
Background. La regolazione emotivo-comportamentale in età prescolare costituisce un dominio trasversale con ricadute su linguaggio, motricità, funzioni esecutive e partecipazione. La Terapia Interattiva Multimodale (TIM) di gruppo, condotta dal Terapista della Neuro e Psicomotricità dell’Età Evolutiva (TNPEE), propone un setting intensivo ed ecologico potenzialmente idoneo a favorire processi di coregolazione e apprendimento tra pari. Obiettivi. Valutare, in prospettiva clinica, gli esiti della TIM sulla regolazione emotivocomportamentale e su domini funzionali correlati (linguaggio, abilità motorioprassiche, attenzione, autonomie, gioco) in bambini in età prescolare con difficoltà di regolazione. Metodi. Studio prospettico su serie di casi (n=5; età 3,11–4,4 anni) reclutati presso il Diurno Diagnostico e Terapeutico della SOD di Neuropsichiatria Infantile, Ospedale “G. Salesi”, Ancona. Intervento intensivo: 5 sessioni/sett., 3 ore/die, per 7 settimane, co-condotto da TNPEE e educatore. Valutazioni pre/post (T0/T1) con strumenti standardizzati, questionario genitoriale sulla regolazione emotiva e osservazioni clinico-funzionali sistematiche. Risultati. Tutti i partecipanti hanno mostrato miglioramenti clinicamente rilevanti nella regolazione emotiva (aumento di consapevolezza e di help-seeking verbale/fisico; riduzione di strategie disfunzionali), con progressi concomitanti in produzione/comprensione linguistica, abilità motorio-prassiche, tenuta attentiva, autonomie e qualità del gioco (maggiore iniziativa e complessità simbolica). Gli esiti appaiono verosimilmente mediati da routine intensive, co-regolazione adultobambino e imitazione tra pari Conclusioni. La TIM di gruppo rappresenta un contesto terapeutico integrato promettente per la promozione della regolazione emotiva e del funzionamento globale in età prescolare. Il ruolo del TNPEE è centrale nella progettazione multimodale e nella modulazione affettiva del setting. I risultati, pur limitati da piccola numerosità, assenza di gruppo di controllo e orizzonte temporale breve, motivano studi controllati e longitudinali per verificarne l’efficacia e la sostenibilità nel tempo.
REGOLAZIONE EMOTIVO-COMPORTAMENTALE E SVILUPPO IN ETA' PRE-SCOLARE: ANALISI PROSPETTICA DI UNA SERIE DI CASI TRATTATI CON TERAPIA INTERATTIVA MULTIMODALE DI GRUPPO MEDIATA DAL TNPEE
TAFFI, LUCREZIA
2024/2025
Abstract
Background. Emotional and behavioral regulation in preschool-aged children is a transversal domain that impacts language, motor skills, executive functions, and participation. The Multimodal Interactive Therapy (TIM) group, conducted by the Neuro and Psychomotricity Therapist of the Evolutionary Age (TNPEE), offers an intensive and ecological setting that may facilitate co-regulation and peer learning processes. Objectives. The clinical evaluatoin of the outcomes of TIM on: 1- emotional and behavioral regulation and 2- related functional domains (language, motor-praxic abilities, attention, autonomy, and play) in preschool children experiencing regulation difficulties. Methods. This (clinical observational) prospective case series study (n=5; age range: 3.11–4.4 years) was conducted at the Diagnostic and Therapeutic Day Service of the Child Neuropsychiatry Unit, “G. Salesi” Hospital, Ancona. The intensive intervention consisted of 5 sessions per week, 3 hours per day, for 7 weeks, co-led by a TNPEE and an educator. Pre- and post-intervention assessments (T0/T1) included standardized instruments, a parental questionnaire on emotional regulation, and systematic clinical-functional observations. Results. All participants demonstrated clinically significant improvements in emotional regulation (increased awareness and verbal/physical help-seeking; reduction in dysfunctional strategies), accompanied by progress in language production and comprehension, motor-practical skills, attentional endurance, autonomy, and quality of play (greater initiative and symbolic complexity). These outcomes appear to be mediated by intensive routines, adult-child co-regulation, and peer imitation. Conclusions. The TIM group (forse e' meglio approach?) represents a promising integrated therapeutic context (o approach here?) for promoting emotional regulation and overall functioning in preschool-aged children. The TNPEE plays a central role in multimodal intervention design and modulation of the affective setting. Although the results are limited by the small sample size, lack of a control group, and short follow-up period, they support the need for controlled and longitudinal studies to further assess the effectiveness and long-term sustainability of this approach.I documenti in UNITESI sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/20.500.12075/23797