Intervention in Syntactic Skills in Pupils with Developmental Language Disorder

  1. Víctor M. Acosta-Rodríguez 1
  2. Gustavo M. Ramírez-Santana 1
  3. Sergio Hernández Expósito 1
  4. Ángeles Axpe Caballero
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 4

Páginas: 541-548

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2020.160 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Proyectos relacionados

EDU2017-84193-R. Intervención en comprensión lectora en alumnado de riesgo: retraso de lenguaje (RL) y trastorno específico del lenguaje (TEL)

1325

Resumen

Antecedentes: el objetivo principal de esta investigación ha sido verificar la efectividad de un programa de intervención sobre las habilidades sintácticas de los alumnos con desarrollo típico y con trastorno del desarrollo del lenguaje. Método: participaron 99 alumnos de cinco años de colegios de Tenerife (España). Se utilizaron los subtests del CELF-4 Recordando oraciones, Formulación de oraciones y Estructura de oraciones. El programa de intervención consistió en 40 sesiones implementadas por profesores y logopedas. Se organizaron tres niveles de práctica: en el aula ordinaria (grupo grande y grupo pequeño) y en el aula de apoyo. Resultados: los resultados indicaron que los alumnos diagnosticados con trastorno del desarrollo del lenguaje presentaron inicialmente un peor rendimiento en la sintaxis que aquellos con desarrollo típico. Además, se comprobó la bondad de un programa de intervención especialmente en Recordando oraciones, y en menor medida, para Estructura de oraciones, que mejora en el grupo experimental con desarrollo típico y en los grupos control y experimental con trastorno del desarrollo del lenguaje. Conclusiones: un programa de intervención de naturaleza colaborativa e inclusiva que recurre a técnicas implícitas favorece la mejora de determinados aspectos del procesamiento sintáctico de alumnado con trastorno del desarrollo del lenguaje.

€ Ver financiación

Información de financiación

This research was done as part of the Research Project “Intervención en comprensión lectora en alumnado de riesgo: Retraso de Lenguaje (RL) y Trastorno Específico de Lenguaje (TEL)” (Reference no. EDU2017-84193-R). Funding provided by the Ministry of Economy and Competitiveness of the Government of Spain.

Financiadores

Referencias bibliográficas

  • Andreu, L., Aguado, G., Cardona, C., & Sanz, M. (2013). El trastorno específico del lenguaje [Specific language impairment]. Editorial UOC.
  • Arndt, K. B., & Schuele, C. M. (2012). Production of infinitival complements by children with specific language impairment. Clinical Linguistics & Phonetics, 26(1), 1-17. https://doi.org/10.3109/02699206.2011.584137
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE-2 Consortium (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58, 1068-1080. https://doi.org/ 10.1111/jcpp.12721
  • Bryan, A. (1997). Colourful semantics. In S. Chiat, J. Law, & J. Marshall (Eds.), Language disorders in children and adults: Psycholinguistic approaches to therapy (pp. 143-161). Whurr.
  • Cleave, P., Becker, S., Curran, M., Owen, A., & Fey, M. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-251. https://doi.org/10.1044/2015_AJSLP-14-0105
  • Coloma, C., Rojas, D., & De Barbieri, Z. (2019). Grammar intervention in children with specific language impairment: A integrative literature review. Revista CEFAC, 21(4). https://doi.org/10.1590/1982-0216/201921417818
  • Conti-Ramsden, G., Ullman, M., & Lum, J. (2015). The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment. Frontiers in Psychology, 6, 1090. https://doi.org/10.3389/fpsyg.2015.01090
  • Curran, M., & Owen, A. (2019). Causal adverbials to young children with developmental language disorder within a science curriculum: A single case design study. American Journal of Speech-Language Pathology, 28, 430-447. https://doi.org/10.1044/2018_AJSLP-17-0164
  • Del Valle, N., Acosta, V., & Ramírez, G. (2018). The grammatical production in the narrative discourse of pupils with Specific Language Impairment (SLI). Revista Signos. Estudios de lingüística, 51(98), 264-284. https://doi.org/:10.4067/S0718-09342018000300264
  • Ebbels, S. (2007). Teaching grammar to school-aged children with specific language impairment using Shape Coding. Child Language Teaching and Therapy, 23, 67-93. https://doi.org/:10.1191/0265659007072143
  • Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy, 30, 7-40. https://doi.org/:10.1177/0265659013512321
  • Ebbels, S., Marić, N., Murphy, A., & Turner, G. (2013). Improving comprehension in adolescents with severe receptive language impairments: A randomized control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30-48. https://doi.org/:10.1111/1460-6984.12047
  • Ebbels, S., van der Lely, H., & Dockrell, J. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50(5), 1330-1349. https://doi.org/10.1044/1092-4388(2007/093
  • Fey, M., Cleave, P., Long, S., & Hughes, D. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech and Hearing Research, 36(1), 141-157. https://doi.org/10.1044/jshr.3601.141
  • Fey, M., & Proctor-William, K. (2000). Recasting, elicited imitation and modelling in grammar intervention for children with specific language impairment. In D. Bishop & L. Leonard (Eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome (pp. 177-194). Psychology Press.
  • Finestack, L., & Satterlund, K. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 27, 1329-1351. https://doi.org/10.1044/2018_AJSLP-17-0168
  • Gillam, S., Gillam, R., & Reece, K. (2012). Language outcomes of contextualized and decontextualized language intervention: Results of an early efficacy study. Language, Speech, and Hearing Services in Schools, 43, 276-291. https://doi.org/:10.1044/0161-1461(2011/11-0022)
  • Greenwood, C., Carta, J., Schnitz, A., Irving, D., Jia, F., & Atwater, J. (2019). Filling an information gap in preschool MTSS and RTI decision making. Exceptional Children, 85(3), 271-290. https://doi.org/:10.1177/0014402918812473
  • Guo, L., Eisenberg, S., Schneider, P., & Spencer, L. (2019). Percent grammatical utterances between 4 and 9 years of age for the Edmonton narrative norms instrument: Reference data and psychometric properties. American Journal of Speech-Language Pathology, 28, 1448-1462. https://doi.org/:10.1044/2019_AJSLP-18-0228
  • Guo, L., & Schneider, P. (2016). Differentiating school aged children with and without language impairment using tense and grammaticality measures from a narrative task. Journal of Speech, Language, and Hearing Research, 59(2), 317-329. https://doi.org/:10.1044/2015_JSLHR-L-15-0066
  • Hall-Mills, S. (2019). A comparison of the prevalence rates of language impairment before and after response-to-intervention implementation. Language, Speech, and Hearing Services in Shools, 50, 703-709. https://doi.org/:10.1044/2019_LSHSS-18-0144
  • Kaufman, A., & Kaufman, N. (2000). Test breve de inteligencia de Kaufman (K-BIT) [Kaufman brief intelligence test (K-BIT)]. TEA.
  • Leonard, L., Haebig, E., Deevy, P., & Brown, B. (2017). Tracking the growth of tense and agreement in children with specific language impairment: Differences between measures of accuracy, diversity, and productivity. Journal of Speech, Language, and Hearing Research, 60(12), 3590-3600. https://doi.org/:10.1044/ 2017_jslhr-l-16-0427
  • Leonard, L., & Kueser, J. (2019). Five overarching factors central to grammatical learning and treatment in children with developmental language disorder. International Journal of Language & Communication Disorders, 54(3), 347-361. https://doi.org/:10.1111/1460-6984.12456
  • Levelt, W. (1989). Speaking: From intention to articulation. MIT Press. Luckács, A., Kemény, F., Lum, J., & Ullman, M. (2017). Learning and overnight retention in declarative memory in specific language impairment. PLoS ONE, 12(1), e0169474. https://doi.org/:10.1371/journal.pone.0169474
  • McConnell, S., Wackerle, A., Roloff, T., & Rodríguez, M. (2015). Designing a measurement framework for response to intervention in early childhood programs. Journal of Early Intervention, 36(4), 263- 280. https://doi.org/:10.1177/1053815115578559
  • Montgomery, D. C. (2017). Design and analysis of experiments. John Wiley & Sons.
  • Norbury, C., & Bishop, D. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38, 287-313. https://doi.org/:10.1080/136820310000108133
  • Plante, E., Ogilvie, T., Vance, R., Aguilar, J. M., Dailey, N. S., Meyers, C., Lieser, A. M., & Burton, R. (2014). Variability in the language input to children enhances learning in a treatment context. American Journal of Speech-Language Pathology, 23, 530-545. https://doi.org/:10.1044/2014_AJSLP-13-0038
  • Plante, E., Mettler, H., Tucci, A., & Vance, R. (2019). Maximizing treatment efficiency in developmental language disorder: Positive effects in half the time. American Journal of Speech-Language Pathology, 28, 1233- 1247. https://doi.org/:10.1044/2019_AJSLP-18-0285
  • Ramírez-Santana, G. M., Acosta-Rodríguez, V. M., & Hernández-Expósito, S. (2019). A comparative study of language phenotypes in autism spectrum disorder and specific language impairment. Psicothema, 31(4), 437-442. https://doi.org/10.7334/psicothema2019.92
  • Riches, N. (2013). Treating the passive in children with specific language impairment: A usage based approach. Child Language Teaching and Therapy, 29(2), 155-169. https://doi.org/10.1177/0265659012466667
  • Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals CELF-4. Psychological Corporation.
  • Smith, K., Leitao, S., Lambert, S., & Nickels, L. (2013a). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language & Communication Disorders, 48(3), 265-282. https://doi.org/:10.1111/1460-6984.12003
  • Smith, K., Leitao, S., Lambert, L., Prior, P., Dunn, A., Cronje, J., Newhouse, S., & Nickels, L. (2013b). Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment. International Journal of Speech Language Pathology, 15(3), 255-267. https://doi.org/:10.3109/17549507.2013.777851
  • Stanton-Chapman, T., Walker, V., Voorhees, M., & Snell, M. (2016). The evaluation of a three-tier model of positive behavior interventions and supports for preschoolers in Head Start. Remedial and Special Education, 37(6), 333-344. https://doi.org/:10.1177/0741932516629650
Fuente de los datos: Dialnet