Estudio de caso de una niña de 2 años 7 meses con retraso del lenguaje
Files
Date
2021-05-28
Journal Title
Journal ISSN
Volume Title
Publisher
Pontificia Universidad Católica del Perú
Abstract
El lenguaje es la capacidad que posee el ser humano para desenvolverse en el ámbito interpersonal y social,
mediante este proceso se manifiestan sentimientos, necesidades y experiencias. Sin embargo, en la actualidad
se encuentra niños que presentan dificultades en la adquisición y desarrollo del lenguaje, convirtiéndose ello
en un factor que determina el progreso de manera favorable o desfavorable en la capacidad de aprendizaje. El
objetivo del presente estudio de caso es diseñar un plan de evaluación e intervención que ayudará a desarrollar
y fortalecer las habilidades lingüísticas en una niña de 2 años 7 meses con un retraso de lenguaje. El Retraso
de lenguaje es un desfase cronológico en el desarrollo lingüístico, que se observa a partir de los 2 años y que
afecta fundamentalmente el aspecto expresivo, presentando alteraciones fonológicas y un limitado léxico. Se
sigue el modelo de intervención híbrido, donde se utilizó estímulos lingüísticos no solo para responder al niño
sino para modelar las formas lingüísticas que se desea resaltar. Los resultados evidencian un incremento del
vocabulario expresivo y comprensivo de las categorías semánticas programadas, en la realización de
instrucciones simples de una acción + un objeto + localización y en la verbalización de frases de dos palabras,
así como oraciones simples del tipo sujeto – verbo - objeto. Se concluye que el plan de intervención favoreció
la interacción de la niña con su medio familiar, escolar y social, mostrando avances en los componentes léxico
semántico y morfosintáctico.
Language is the ability of the human being to function in the interpersonal and social environment, through this process feelings, needs and experiences are manifested. However, at present there are children who present difficulties in the acquisition and development of language, becoming a factor that determines the progress in a favorable or unfavorable way in the learning capacity. The objective of this case study is to design an evaluation and intervention plan that will help develop and strengthen language skills in a 2-year-7-month-old girl with a language delay. Language Delay is a chronological lag in linguistic development, which is observed from 2 years of age and which fundamentally affects the expressive aspect, presenting phonological alterations and a limited lexicon. The hybrid intervention model is followed, where linguistic stimuli were used not only to respond to the child, but also to model the linguistic forms to be highlighted. The results show an increase in the expressive and comprehensive vocabulary of the programmed semantic categories, in the realization of simple instructions of an action + an object + location and in the verbalization of two-word phrases, as well as simple sentences of the subject - verb - type object. It is concluded that the intervention plan favored the interaction of the girl with her family, school and social environment, showing progress in the lexical-semantic and morphosyntactic components.
Language is the ability of the human being to function in the interpersonal and social environment, through this process feelings, needs and experiences are manifested. However, at present there are children who present difficulties in the acquisition and development of language, becoming a factor that determines the progress in a favorable or unfavorable way in the learning capacity. The objective of this case study is to design an evaluation and intervention plan that will help develop and strengthen language skills in a 2-year-7-month-old girl with a language delay. Language Delay is a chronological lag in linguistic development, which is observed from 2 years of age and which fundamentally affects the expressive aspect, presenting phonological alterations and a limited lexicon. The hybrid intervention model is followed, where linguistic stimuli were used not only to respond to the child, but also to model the linguistic forms to be highlighted. The results show an increase in the expressive and comprehensive vocabulary of the programmed semantic categories, in the realization of simple instructions of an action + an object + location and in the verbalization of two-word phrases, as well as simple sentences of the subject - verb - type object. It is concluded that the intervention plan favored the interaction of the girl with her family, school and social environment, showing progress in the lexical-semantic and morphosyntactic components.
Description
Keywords
Niños--Lenguaje, Trastornos del habla en niños