The study shows that MT is effective to reduce BPSD in patients with moderate-severe dementia.

We undertook a randomised controlled trial to assess whether a music therapy (MT) scheme of administration, including three working cycles of one month spaced out by one month of no treatment, is effective to reduce behavioural disturbances in severely demented patients. Sixty persons with severe dementia (30 in the experimental and 30 in the control group) were enrolled. Baseline multidimensional assessment included demographics, Mini Mental State Examination (MMSE), Barthel Index and Neuropsychiatry Inventory (NPI) for all patients. All the patients of the experimental and control groups received standard care (educational and entertainment activities). In addition, the experimental group received three cycles of 12 active MT sessions each, three times a week. Each 30-min session included a group of three patients. Every cycle of treatment was followed by one month of wash-out. At the end of this study, MT treatment resulted to be more effective than standard care to reduce behavioural disorders. We observed a significant reduction over time in the NPI global scores in both groups (F(7,357) = 9.06, p < 0.001) and a significant difference between groups (F(1,51) = 4.84, p < 0.05) due to a higher reduction of behavioural disturbances in the experimental group at the end of the treatment (Cohen's d = 0.63). The analysis of single NPI items shows that delusions, agitation and apathy significantly improved in the experimental, but not in the control group. This study suggests the effectiveness of MT approach with working cycles in reducing behavioural disorders of severely demented patients.

A previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low-but not high-frequency morphologically complex words faster than simple words. By contrast, the advantage for morphologically complex words was present in poor readers irrespective of word frequency. Adult readers showed no facilitating effect of morphological structure. These results indicate that young readers use reading units (morphemes) that are larger than the singlegrapheme grain size. It is argued that morpheme-based reading is important for obtaining reading fluency (rather than accuracy) in transparent orthographies and is useful particularly in children with limited reading ability who do not fully master whole-word processing.

The study explored the different influences of roots and suffixes in reading aloud morphemic pseudowords (e.g., vetr-ezza, ''glass-ness''). Previous work on adults showed a facilitating effect of both roots and suffixes on naming times. In the present study, pseudoword stimuli including roots and suffixes in different combinations were administered to sixth-grade children with dyslexia (N022) and skilled readers (N044), matched for chronological age. Indeed, the sequential reading strategy of less proficient readers (particularly for pseudowords) should favour the emergence of differences between left and right constituents (root and suffix, respectively) in reading performance. Results showed that for both children with dyslexia and skilled young readers the onset of pronunciation depended exclusively on roots, while there was no significant effect of suffixes. However, both roots and suffixes led to higher levels of accuracy than matched orthographic strings of letters. Posthoc regression analyses confirmed the morphological nature of the root and suffix effects, over and above the effects of the frequency of their orthographic patterns. Results indicate that the position of the reading units within the letter string, as well as their differential effects on latencies and accuracy, should be taken into account by models of morphological processing in word recognition and reading and by applied intervention research.

The aim of this work is to investigate the factors promoting students’ engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student’s well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.