Eficacia de la intervención lingüística en adolescentes con síndrome de Down

  1. MARTÍN-URDA RODRÍGUEZ, Lucía 1
  2. CARCHENILLA MARTÍN, Teresa 1
  3. MORALEDA SEPÚLVEDA, Esther 2
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universidad de Castilla La Mancha. Av. Real Fábrica de Sedas, s/n. 45600 Talavera de la Reina. Toledo
Aldizkaria:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 2530-0350

Argitalpen urtea: 2019

Alea: 50

Zenbakia: 1

Orrialdeak: 43-52

Mota: Artikulua

DOI: 10.14201/SCERO20195014352 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Siglo Cero: Revista Española sobre Discapacidad Intelectual

Laburpena

Down syndrome (DS) is considered the best known and most frequent intellectual disability. Cognitive development usually occurs in a similar way to the sequence produced in typical development; while the linguistic development is lagging behind it. However, it is expected that language development will benefit from logopedic intervention during adolescence and adulthood. The objective of the present study is to know if there are improvements in the areas of oral language with a non-systematized intervention after the passage of time (5 years) in specific areas of language: morphosyntax, semantics and pragmatics. A longitudinal study was carried out with two temporal moments (2012/2017). The sample consisted of 12 of the subjects with DS, aged between 13 and 21 years. For the evaluation of language areas, the standardized Objective and Criteria Language Battery test (BLOC-C) was used in individual sessions. The results obtained show that there are no significant linguistic differences after five years of linguistic intervention performed by speech therapists in any of the areas evaluated. Taking into account the data obtained, it is necessary to design intervention programs systematized and based on scientific evidence that improve the linguistic characteristics of adolescents with DS, in addition to reflecting on the interventions that are currently carried out.

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