Estudio de caso de un niño de 3 años, 11 meses con trastorno de lenguaje
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Date
2021-06-04
Journal Title
Journal ISSN
Volume Title
Publisher
Pontificia Universidad Católica del Perú
Abstract
Los trastornos de lenguaje y la comunicación afectan la manera en que las personas utilizan y procesan el
lenguaje. Estas dificultades repercuten en el desarrollo social, emocional, conductual y cognitivo, en especial,
afectan el proceso de aprendizaje, de allí la importancia de detectarlos a tiempo. Por ello, el objetivo del estudio
de caso es diseñar un plan de evaluación e intervención acorde a las necesidades que presenta un niño de 3
años y 11 meses con dificultades en los componentes léxico semántico, morfosintáctico, fonético fonológico y
pragmático, tanto a nivel comprensivo como expresivo. Los resultados evidencian un avance en el componente
léxico semántico, en el contenido de vocabulario, puesto que se logró incrementar su vocabulario comprensivo
y expresivo favoreciendo la comprensión y expresión de información. De igual manera, en el contenido de
significado de frases y oraciones, se logró desarrollar favorablemente sus habilidades de comprensión a partir
del entendimiento de encabezadores y preguntas para favorecer su interacción, en especial el encabezado
“qué”, mientras que aún se encuentra en proceso de logro el encabezado “quién”. Asimismo, en el contenido
de seguimiento de instrucciones, se evidenció que mejoró la comprensión y ejecución de instrucciones simples
(Acción + Objeto), favoreciendo el entendimiento de la información. En el componente morfosintáctico,
específicamente en el contenido de longitud del enunciado, aún se encuentra en proceso de lograrlo. Se
concluye que el plan de intervención aplicado permitió al niño mostrar avances en los procesos léxico
semántico y morfosintáctico.
Language and communication disorders affect the way people use and process language. These difficulties affect social, emotional, behavioral and cognitive development. They especially affect the learning process, hence the importance of detecting them early. Therefore, the objective of the case study is to design an evaluation and intervention plan according to the needs of a child of 3 years and 11 months with difficulties in the lexical-semantic, morphosyntactic, phonetic, phonological and pragmatic components, both at a comprehensive level as expressive. The results show an advance in the semantic lexical component, in the vocabulary content, since it was possible to increase their comprehensive and expressive vocabulary, favoring the understanding and expression of information. Similarly, in the context of meaning of phrases and sentences, it was possible to develop their comprehension skills favorably from the understanding of headings and questions to favor their interaction, especially the heading "what", while it is still in process of achievement the heading "who". Likewise, in the context of follow-up instructions, it was evidenced that the understanding and execution of simple instructions (Action + Object) improved, favoring the understanding of the information. In the morphosyntactic component, specifically in the length content of the statement, it is still in the process of achieving it. It is concluded that the intervention plan applied allowed the child to show progress in the lexicalsemantic and morphosyntactic processes.
Language and communication disorders affect the way people use and process language. These difficulties affect social, emotional, behavioral and cognitive development. They especially affect the learning process, hence the importance of detecting them early. Therefore, the objective of the case study is to design an evaluation and intervention plan according to the needs of a child of 3 years and 11 months with difficulties in the lexical-semantic, morphosyntactic, phonetic, phonological and pragmatic components, both at a comprehensive level as expressive. The results show an advance in the semantic lexical component, in the vocabulary content, since it was possible to increase their comprehensive and expressive vocabulary, favoring the understanding and expression of information. Similarly, in the context of meaning of phrases and sentences, it was possible to develop their comprehension skills favorably from the understanding of headings and questions to favor their interaction, especially the heading "what", while it is still in process of achievement the heading "who". Likewise, in the context of follow-up instructions, it was evidenced that the understanding and execution of simple instructions (Action + Object) improved, favoring the understanding of the information. In the morphosyntactic component, specifically in the length content of the statement, it is still in the process of achieving it. It is concluded that the intervention plan applied allowed the child to show progress in the lexicalsemantic and morphosyntactic processes.
Description
Keywords
Transtornos de habla en niños--Evaluación--Estudio de casos, Niños--Lenguaje, Trastornos del aprendizaje (Educación)