Introduction:The studies of Carroll e Hesse (1987) and the studies of Arntzen e Almas (2002) demonstrate the effectiveness of mand-tact training rather than only tact training on the expansion of the tact repertoire in groups of children with developmental disabilities.Objectives:The authors want to show the effectiveness of mand-tact training rather than only tact training on the expansion of the tact repertoire in a child with moderate mental retardation.Method:In the present work, we conducted an assessment pre-training in which the baseline data of the tact in the child's repertorie was collected, with an assessment choice preference to identify the reinforcers to use in the training. in the training, sessions only-tact training and sessions mand-tact training are alternated, according to the principles and procedures of Applied Behavior Analysis (ABA).Results:The results obtained show that the mand-tact training is more effective than the only-tact training in the rapid acquisition of tacts.Conclusions:The mand contingiences represent a facilitation in the acquisition of the tact repertoire.

Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings’ implications in clinical research and practice are discussed.