Abstract
In the field of neurodevelopmental disorders, the use of a standardized assessment test - TEC I - has proven the complex emotional variability of each individual validating and expanding the theoretical psycho-affective assumptions (drawn from direct observation of subjects with typical development) in children belonging to different nosographic categories. The data obtained through singular and comparative analysis of the subjects not only promote new insights into the influence of the emotional sphere in the construction of personality and learning of typical and atypical growing children, but suggest the emergence of new rehabilitation procedures and therapeutic objectives to be achieved and undertaken
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