Experiencia de aplicación de un programa de estimulación del lenguaje realizado en aulas inclusivas de kínder / Application experience of a language stimulation program implemented on inclusive kindergarten classrooms

Antecedentes y objetivo: una escuela inclusiva brinda apoyos a niños con necesidades educativas especiales en el contexto de la educación regular. Una necesidad educativa especial que se observa frecuentemente en la población escolar corresponde al trastorno específico del lenguaje (TEL), el cual conlleva alteraciones en las habilidades lingüísticas y metalingüísticas que podrían impactar en el desempeño académico de los estudiantes que lo padecen. La información con que se cuenta sobre los procedimientos y estrategias que permiten andamiar el desarrollo lingüístico de los niños con TEL que asisten a escuelas inclusivas chilenas es escasa. El objetivo de esta investigación es analizar el efecto de la aplicación de un programa de estimulación del lenguaje oral realizado en el aula común de kínder por medio de un modelo colaborativo-inclusivo de intervención. Materiales y métodos: participaron 28 sujetos con TEL distribuidos en 4 aulas de kínder en un estudio de pre-post test de un solo grupo. El programa fue ejecutado de manera colaborativa entre fonoaudiólogos y docentes e incluyó 30 sesiones, en las que se trabajó léxico pasivo, conciencia fonológica, comprensión y producción de narraciones. Se evaluaron las habilidades estimuladas antes y después de aplicar el programa por medio de instrumentos con normas para la población chilena. Resultados:una vez finalizado el programa se observó un incremento significativo del desempeño de los estudiantes en léxico pasivo, conciencia fonológica, comprensión y producción de narraciones. Conclusiones:la aplicación de un programa de estimulación del lenguaje oral en el contexto del aula común resulta beneficioso para incrementar el desempeño lingüístico y metalingüístico de estudiantes con TEL

Background and objective: an inclusive school offer support to children with special educational needs in a context of regular education. A special education need can be frequently found in the school population is the Specific Language Impairment (SLI), this implies alterations at level to linguistic and metalinguistic skills that could impact the academic performance of the students who suffer from it. The available information about the procedures and strategies that allow to scaffold the linguistic development of children with SLI that registered on inclusive Chilean schools is scarce. The objective of the present investigation is to analyze the effect of an oral language stimulation program, applied in the Preschool common classroom throughout an inclusive-collaborative intervention model. Materials and methods: a pre-post test study of a single group of 28 SLI subjects has been carried out, this sample was distributed in 4 preschool classrooms. The program was executed collaboratively between speech therapists and educators and included 30 sessions, in which lexicon, phonological awareness, comprehension and narrative production were worked on. The stimulated skills were evaluated before and after applying the program through instruments with norms for the Chilean population. Results: once the program was completed, there was a significant increase in students' performance in the comprehension and expression of narratives, passive lexicon and phonological awareness. Conclusions: the collaborative work in the context of the common classroom is beneficial to increase the linguistic and metalinguistic performance of students with SLI

Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students: Introduction to the Special Issue.

This article serves as an introduction to the special issue on Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-speaking English Learners. The article explains the driving forces behind the need for the special issue, the global nature of linguistic diversity, and provides an overview of the five papers that comprise the special issue.

Proposta de apresentação da classificação dos transtornos de linguagem oral no adulto e no idoso / Proposal for the classification of oral language disorders in the adult and elderly / Propuesta de presentación de la clasificación de los trastornos de lenguaje oral en el adulto y en el anciano

Introdução: Indivíduos adultos e idosos acometidos por lesões ou disfunções do Sistema Nervoso Central podem apresentar como consequência quadros diversos de transtornos de linguagem. Definir o tipo de transtorno de linguagem que ocorre em cada paciente tem grande relevância clínica e científica. A literatura descreve variados tipos de transtornos de linguagem oral, porém não apresenta um sistema de classificação com o maior número possível de tipos de transtornos de linguagem. Objetivo: Propor uma forma de apresentação abrangente da classificação dos transtornos de linguagem oral que podem ocorrer em adultos e idosos. Método: Revisão não sistemática de literatura. A apresentação dos transtornos de linguagem foi realizada a partir do agrupamento dos diversos tipos de transtornos de linguagem já descritos na literatura, mas com taxonomia organizada considerando critérios como a manifestação linguística e etiologia. Resultados: Os tipos de transtornos de linguagem oral que acometem a população em questão foram classificados em três grandes categorias, os transtornos de linguagem afásicos, os transtornos de linguagem não afásicos, e os transtornos cognitivos da comunicação. O grupo de transtornos de linguagem afásicos recebeu uma subclassificação própria. Conclusão: A utilização desta classificação poderá auxiliar a comunicação entre os profissionais, permitir a caracterização dos pacientes e facilitar o raciocínio clínico. É esperado que o avanço científico na área acarrete em mudanças na classificação destas condições e no próprio paradigma de estabelecimento dos diagnósticos médico e fonoaudiológico.

Introduction: Adult and elderly individuals that were affected by lesion or dysfunction of the Central Nervous System may present language disorders as consequence. The definition of the language disorder type is of relevance to the clinical and scientific practices. The literature reports a variety of types of language disorders but does not present a classification system with as many types of language disorders as possible. Objective: To propose a comprehensive presentation of the classification of oral language disorders that can affect adults and elderly. Methods: Non-systematic literature review. The presentation of language disorders was made by grouping the different types of language disorders already described in the literature, but with an organized taxonomy that considered criteria such as linguistic manifestation and etiology Results: The types of oral language disorders that can occur in this population were classified into three categories: the aphasic language disorders, non-aphasic language disorders and cognitive-communication disorders. The category aphasic language disorder received its own subclassification. Conclusion: This classification might help the communication among professionals, might allow the characterization of patients, and might facilitate the clinical reasoning. It is expected that the scientific advance in this field leads to changes in the classification systems, and also in the paradigm of establishing medical and speech-language diagnoses.

Introducción: Individuos adultos y ancianos acometidos por lesiones o disfunciones del Sistema Nervioso Central pueden presentar como consecuencia cuadros diversos de trastornos del lenguaje. Definir el tipo de trastorno de lenguaje que ocurre en cada paciente tiene gran relevancia clínica y científica. La literatura describe variados tipos de trastornos de lenguaje oral, pero no presenta un sistema de clasificación con el mayor número posible de tipos de trastornos de lenguaje. Objetivo: Proponer una forma de presentación completa de la clasificación de los trastornos de lenguaje oral que pueden ocurrir en adultos y ancianos. Método: Revisión no sistemática de literatura. La presentación de los trastornos del lenguaje fue realizada a través de la agrupación de los diversos tipos de trastornos de lenguaje ya descritos en la literatura, pero con taxonomía organizada considerando criterios como la manifestación lingüística y etiologia. Resultados: Los tipos de trastornos de lenguaje oral que afectan a la población en cuestión, se clasificaron en tres grandes categorías, los trastornos del lenguaje afásicos, los trastornos del lenguaje no afásicos, y los trastornos cognitivos de la comunicación. El grupo de trastornos de lenguaje afásicos recebió una subclasificación propia. Conclusión: La utilización de esta clasificación podrá auxiliar la comunicación entre los profesionales, permitir la caracterización de los pacientes y facilitar el raciocinio clínico. Se espera que el avance científico en el área acarrete en cambios en la clasificación de estas condiciones y en el propio paradigma de establecimiento de los diagnósticos médico y fonoaudiológico.

Two year outcomes of poststroke writing and reading disorders.

Poststroke language disorders are frequent and include aphasia, alexia, agraphia, and acalculia. These disorders refer to an acquired inability to read, write and calculate. In this study, we evaluated the two year outcomes of writing and reading disorders in poststroke patients, the natural course, recovery and mortality. We evaluated all the patients with stroke who were admitted to the Department of Neurology, University Clinical Centre Tuzla in period of six months, who developed poststroke alexia, agraphia, acalculia, or different combinations of these language disorders. Outcome of these patients was evaluated again after 24 months. For clinical assessment of alexia, agraphia, and acalculia we used Minnesota Test for Differential Diagnosis of Aphasia. We investigated 59 (30.5%) of 193 stroke patients with alexia, agraphia, acalculia, and combinations. Outcome of these patients after 24 months was: 37 (62.7%) died, 13 (22%) fully recovered, and 9 (15.3%) of them retained the same disorder or developed dementia or blindness. Binary logistic regression analysis showed that patients with combined language disorders had significantly higher mortality. The main factors influencing language disorders recovery in this study are initial severity of reading, writing and calculation impairment, age, neglect, and level of education.

Non-Neurogenic Language Disorders: A Preliminary Classification.

BACKGROUND: Few publications deal with non-neurogenic language disorders (NNLDs), distinct from psychogenic speech disorders such as psychogenic dysphonia or stuttering. NNLDs are alterations in language owing to psychosomatic preoccupations, conversion disorder, psychiatric disorders, or other psychological reasons. OBJECTIVE: To identify and classify the range of NNLDs and their characteristics. METHODS: This review summarizes the literature on disturbances in language, broadly defined as the use of symbols for communication, which may have a psychogenic or psychiatric etiology. RESULTS: The literature suggests a classification for NNLDs that includes psychogenic aphasia with dysgrammatism; psychogenic "lalias" including oxylalia and agitolalia, palilalia and echolalia, xenolalia, glossolalia, and coprolalia; psychologically-mediated word usage; psychotic language; and psychogenic forms of the foreign accent syndrome. CONCLUSIONS: Clinicians and researchers have insufficiently emphasized the presence of NNLDs, their characteristics, and their identification. Yet, these disorders may be the first or predominant manifestation of a psychologically-mediated illness. There are 2 steps to recognition. The first is to know how to distinguish NNLDs from the manifestations of neurogenic language impairments after a neurological evaluation. The second step is awareness of specific associated and examination features that suggest the presence of a NNLD.

Prevalence of speech and language disorders in children in the western region of São Paulo. / Prevalência de alterações fonoaudiológicas na infância na região oeste de São Paulo.

PURPOSE: To establish the speech-language disorders in children living in the western region of São Paulo; to assess associations between diagnosis hypotheses (DH) and the age, gender and origin of referral; and to investigate the degree of agreement between the complaint and the DH at the moment of speech-language screening. METHODS: Observational epidemiological study conducted at a laboratory of Primary Health Care. A survey of 525 medical records of children between 2002 and 2011 was conducted. The following variables were analyzed: gender and age of the child; origin of referral, complaint reported by parents, diagnosis hypothesis and referrals. RESULTS: There was a predominance of male children (68.3%) and of the age group between 3 and 5 years and 11 months (48.7%), referred by a health professional (51.9%) and with more than one complaint reported by parents (26.1%). The most frequent DH were Phonological Disorder (22.9%) and more than one Diagnosis Hypothesis (19.4%). Most children were referred to a clinic-school where screening was performed (77.9%). There was an association between DH and the variables age (p <0.001*), gender (p = 0.008*) and origin of referrals (p <0.001). The degree of agreement between complaints and DHs was moderate. CONCLUSION: It has been proven that there are different DHs according to age, gender and origin of referrals. The use of speech-language screening with the information provided by parents for tracking of speech pathology is recommended.

OBJETIVO: Identificar as alterações fonoaudiológicas em crianças residentes na região oeste de São Paulo; verificar as associações entre a hipótese diagnóstica (HD) e a faixa etária, o gênero e a origem do encaminhamento; e investigar o grau de concordância entre a queixa e a HD no momento da triagem fonoaudiológica. MÉTODO: Estudo epidemiológico observacional, desenvolvido em um laboratório de Atenção Primária à Saúde. Realizou-se o levantamento de 525 prontuários de crianças atendidas entre 2002 e 2011. As variáveis analisadas foram: gênero e idade da criança; origem do encaminhamento, queixa relatada pelos pais, HD fonoaudiológica e conduta estabelecida. RESULTADOS: Houve predomínio de crianças do gênero masculino (68,3%), da faixa etária entre 3 anos e 5 anos e 11 meses (48,7%), encaminhadas por um profissional da Área da saúde (51,9%) e com mais de uma queixa referida pelos pais (26,1%). As HDs fonoaudiológicas mais frequentes foram Transtorno Fonológico (22,9%) e Mais de uma Hipótese (19,4%). A maioria das crianças foi encaminhada à própria clínica-escola em que foi realizada a triagem (77,9%). Houve associação entre HD fonoaudiológica e as variáveis faixa etária (p<0,001*), gênero (p=0,008*) e origem dos encaminhamentos (p<0,001). O grau de concordância entre as queixas e as HDs foi moderado. CONCLUSÃO: Comprovou-se que há diferentes HDs fonoaudiológicas de acordo com a faixa etária, o gênero e a origem dos encaminhamentos. Recomenda-se a utilização de screening fonoaudiológico em conjunto com as informações fornecidas pelos pais para rastreamento das alterações fonoaudiológicas.

Families' perception of children / adolescents with language impairment through the International Classification of Functioning, Disability, and Health (ICF-CY). / Percepção de familiares de crianças e adolescentes com alteração de linguagem utilizando a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF-CJ).

PURPOSE: To investigate the perception of family members regarding linguistic conditions and social participation of children and adolescents with speech and language impairments using the International Classification of Functioning, Disability and Health - Children and Youth Version (ICF-CY). METHODS: Quali-quantitative approach research, in which a survey of medical records of 24 children/adolescents undergoing speech-language therapy and interviews with their family members was conducted. A descriptive analysis of the participants' profiles was performed, followed by a categorization of responses using the ICF-CY. RESULTS: All family members mentioned various aspects of speech/language categorized by the ICF-CY. Initially, they approached it as an organic issue, categorized under the component of Body Functions and Structures. Most reported different repercussions of the speech-language impairments on the domains, such as dealing with stress and speaking, qualified from mild to severe. Participants reported Environmental Factors categorized as facilitators in the immediate family's attitudes and as barriers in the social attitudes. CONCLUSION: These findings, according to the use of the ICF-CY, demonstrate that the children/adolescents' speech-language impairments, from the families' perception, are primarily understood in the body dimension. However, guided by a broader approach to health, the findings in the Activities and Participation and Environmental Factors demonstrate a broader understanding of the participants of the speech-language impairments. The results corroborate the importance of using the ICF-CY as a health care analysis tool, by incorporating functionality and participation aspects and providing subsidies for the construction of unique therapeutic projects in a broader approach to the health of the group studied.

Prevalência de alterações fonoaudiológicas na infância na região oeste de São Paulo / Prevalence of speech and language disorders in children in the western region of São Paulo

RESUMO Objetivo Identificar as alterações fonoaudiológicas em crianças residentes na região oeste de São Paulo; verificar as associações entre a hipótese diagnóstica (HD) e a faixa etária, o gênero e a origem do encaminhamento; e investigar o grau de concordância entre a queixa e a HD no momento da triagem fonoaudiológica. Método Estudo epidemiológico observacional, desenvolvido em um laboratório de Atenção Primária à Saúde. Realizou-se o levantamento de 525 prontuários de crianças atendidas entre 2002 e 2011. As variáveis analisadas foram: gênero e idade da criança; origem do encaminhamento, queixa relatada pelos pais, HD fonoaudiológica e conduta estabelecida. Resultados Houve predomínio de crianças do gênero masculino (68,3%), da faixa etária entre 3 anos e 5 anos e 11 meses (48,7%), encaminhadas por um profissional da Área da saúde (51,9%) e com mais de uma queixa referida pelos pais (26,1%). As HDs fonoaudiológicas mais frequentes foram Transtorno Fonológico (22,9%) e Mais de uma Hipótese (19,4%). A maioria das crianças foi encaminhada à própria clínica-escola em que foi realizada a triagem (77,9%). Houve associação entre HD fonoaudiológica e as variáveis faixa etária (p<0,001*), gênero (p=0,008*) e origem dos encaminhamentos (p<0,001). O grau de concordância entre as queixas e as HDs foi moderado. Conclusão Comprovou-se que há diferentes HDs fonoaudiológicas de acordo com a faixa etária, o gênero e a origem dos encaminhamentos. Recomenda-se a utilização de screening fonoaudiológico em conjunto com as informações fornecidas pelos pais para rastreamento das alterações fonoaudiológicas.

ABSTRACT Purpose To establish the speech-language disorders in children living in the western region of São Paulo; to assess associations between diagnosis hypotheses (DH) and the age, gender and origin of referral; and to investigate the degree of agreement between the complaint and the DH at the moment of speech-language screening. Methods Observational epidemiological study conducted at a laboratory of Primary Health Care. A survey of 525 medical records of children between 2002 and 2011 was conducted. The following variables were analyzed: gender and age of the child; origin of referral, complaint reported by parents, diagnosis hypothesis and referrals. Results There was a predominance of male children (68.3%) and of the age group between 3 and 5 years and 11 months (48.7%), referred by a health professional (51.9%) and with more than one complaint reported by parents (26.1%). The most frequent DH were Phonological Disorder (22.9%) and more than one Diagnosis Hypothesis (19.4%). Most children were referred to a clinic-school where screening was performed (77.9%). There was an association between DH and the variables age (p <0.001*), gender (p = 0.008*) and origin of referrals (p <0.001). The degree of agreement between complaints and DHs was moderate. Conclusion It has been proven that there are different DHs according to age, gender and origin of referrals. The use of speech-language screening with the information provided by parents for tracking of speech pathology is recommended.

Percepção de familiares de crianças e adolescentes com alteração de linguagem utilizando a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF-CJ) / Families’ perception of children / adolescents with language impairment through the International Classification of Functioning, Disability, and Health (ICF-CY)

RESUMO Objetivo Investigar a percepção de familiares acerca das condições linguísticas e da participação social de crianças e adolescentes com alterações de fala/linguagem utilizando a Classificação Internacional de Funcionalidade, Incapacidade e Saúde – Versão Crianças e Jovens (CIF-CJ). Método Pesquisa de abordagem quali-quantitativa, na qual se realizou levantamento dos prontuários de 24 crianças/adolescentes, em acompanhamento fonoaudiológico, e entrevistas com seus familiares. Foi feita análise descritiva dos perfis dos participantes e categorização das respostas, utilizando a CIF-CJ. Resultados Todos os familiares abordaram diversos aspectos de fala/linguagem categorizados pela CIF-CJ. Inicialmente, trataram-nos como um problema orgânico, categorizado no componente de Funções e Estruturas do Corpo. A maioria referiu diferentes repercussões das alterações de fala/linguagem em domínios, como, lidar com estresse e atividade do falar, qualificados de leve a grave. Os participantes relataram Fatores Ambientais categorizados como facilitadores, em atitudes da família imediata, e como barreiras, em atitudes sociais. Conclusão Os achados, utilizando-se a CIF-CJ, evidenciam que as alterações de fala/linguagem das crianças e adolescentes, na percepção dos familiares, são compreendidas, inicialmente, na dimensão do corpo. Contudo, pautados numa abordagem mais ampla de saúde, os achados, em Atividades e Participação e Fatores Ambientais, demonstram ampliação do olhar dos participantes quanto às alterações de fala e linguagem. Os resultados reiteram a importância do uso da CIF-CJ como instrumento de análise na atenção à saúde, ao incorporar aspectos de funcionalidade e participação, proporcionando subsídios para a construção de projetos terapêuticos singulares, em uma abordagem mais ampla de saúde do grupo estudado.

ABSTRACT Purpose To investigate the perception of family members regarding linguistic conditions and social participation of children and adolescents with speech and language impairments using the International Classification of Functioning, Disability and Health - Children and Youth Version (ICF-CY). Methods Quali-quantitative approach research, in which a survey of medical records of 24 children/adolescents undergoing speech-language therapy and interviews with their family members was conducted. A descriptive analysis of the participants’ profiles was performed, followed by a categorization of responses using the ICF-CY. Results All family members mentioned various aspects of speech/language categorized by the ICF-CY. Initially, they approached it as an organic issue, categorized under the component of Body Functions and Structures. Most reported different repercussions of the speech-language impairments on the domains, such as dealing with stress and speaking, qualified from mild to severe. Participants reported Environmental Factors categorized as facilitators in the immediate family’s attitudes and as barriers in the social attitudes. Conclusion These findings, according to the use of the ICF-CY, demonstrate that the children/adolescents’ speech-language impairments, from the families’ perception, are primarily understood in the body dimension. However, guided by a broader approach to health, the findings in the Activities and Participation and Environmental Factors demonstrate a broader understanding of the participants of the speech-language impairments. The results corroborate the importance of using the ICF-CY as a health care analysis tool, by incorporating functionality and participation aspects and providing subsidies for the construction of unique therapeutic projects in a broader approach to the health of the group studied.

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments.

BACKGROUND: Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. METHODS: We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. RESULTS: Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood - a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. CONCLUSIONS: Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties.

The acquisition of accusative object clitics by IA children from China: evidence of early age effects?

The present study compared the performance of twenty-seven French-speaking internationally adopted (IA) children from China to that of twenty-seven monolingual non-adopted French-speaking children (CTL) matched for age, gender, and socioeconomic status on a Clitic Elicitation task. The IA children omitted significantly more accusative object clitics and made significantly more agreement errors using clitics than the CTL children. No other significant differences were found between the groups. The findings suggest that the adoptees may experience difficulties in morphosyntactic development possibly as a result of their delayed exposure to the adopted language.

Content validity of the Comprehensive ICF Core Set for multiple sclerosis from the perspective of speech and language therapists.

BACKGROUND: The Comprehensive International Classification of Functioning, Disability and Health (ICF) Core Set for Multiple Sclerosis (MS) is a comprehensive framework to structure the information obtained in multidisciplinary clinical settings according to the biopsychosocial perspective of the International Classification of Functioning, Disability and Health (ICF) and to guide the treatment and rehabilitation process accordingly. It is now undergoing validation from the user perspective for which it has been developed in the first place. AIMS: To validate the content of the Comprehensive ICF Core Set for MS from the perspective of speech and language therapists (SLTs) involved in the treatment of persons with MS (PwMS). METHODS & PROCEDURES: Within a three-round e-mail-based Delphi Study 34 SLTs were asked about PwMS' problems, resources and aspects of the environment treated by SLTs. Responses were linked to ICF categories. Identified ICF categories were compared with those included in the Comprehensive ICF Core Set for MS to examine its content validity. OUTCOMES & RESULTS: Thirty-four SLTs named 524 problems and resources, as well as aspects of environment. Statements were linked to 129 ICF categories (60 Body-functions categories, two Body-structures categories, 42 Activities-&-participation categories, and 25 Environmental-factors categories). SLTs confirmed 46 categories in the Comprehensive ICF Core Set. Twenty-one ICF categories were identified as not-yet-included categories. CONCLUSIONS & IMPLICATIONS: This study contributes to the content validity of the Comprehensive ICF Core Set for MS from the perspective of SLTs. Study participants agreed on a few not-yet-included categories that should be further discussed for inclusion in a revised version of the Comprehensive ICF Core Set to strengthen SLTs' perspective in PwMS' neurorehabilitation.

Identificación y clasificación de alumnado con Trastorno Específico del Lenguaje / Identification and classification of pupils with Specific Language Impairment

En la presente investigación nos hemos propuesto un doble objetivo. En primer lugar, reconocer aquellos instrumentos que ayuden a identificar y diferenciar con mayor precisión niños con desarrollo típico y niños con Trastorno Específico del Lenguaje (TEL) y, en segundo lugar, establecer cuáles son las características subyacentes más relevantes que nos permiten agrupar a los niños con TEL en diferentes subtipos. La muestra estuvo compuesta por 33 alumnos diagnosticados con TEL y 20 niños sin problemas de lenguaje. Los niños cursaban desde el último año de Educación Infantil (5 años) hasta 5.° de Primaria (11 años). Los resultados indicaron, por un lado, que el CELF-3 es la prueba que nos permite un mejor diagnóstico del TEL, y, por otro lado, se establecieron 2 grandes subtipos de TEL: el fonológico-sintáctico y el léxico-sintáctico (AU)

Trastornos del lenguaje. Diagnóstico y tratamiento / Language disorders. Diagnosis and treatment

Objetivos. Se revisan los trastornos del lenguaje en el niño. Partiendo de su desarrollo normal, se provee un diagnóstico diferencial de acuerdo con la sintomatología que presenta en el momento de la consulta y se sugiere un abordaje para el niño con alteraciones del lenguaje desde el punto de vista del neuropediatra a la vez que se actualiza el manejo de algunas de sus formas. Desarrollo. La adquisición del lenguaje es uno de los hitos clave del desarrollo del niño. El desarrollo social e intelectual del niño se ve afectado por el retraso en la adquisición del lenguaje y éste puede crear un efecto continuo de aislamiento y regresión, que pasa hacia un rendimiento académico pobre y, eventualmente, lleva hacia el desarrollo de problemas de aprendizaje y sociales. Existen estudios que muestran una relación estrecha en el niño entre el desarrollo del lenguaje hablado y el lenguaje escrito y la importancia de la adquisición del lenguaje como base de las habilidades de la escritura. Estos problemas son causa de mucha ansiedad en los padres. Conclusión. El conocimiento del problema permite al especialista captar tempranamente a los niños en la etapa preescolar y asegurarse de que provee los servicios adecuados. Tratado a tiempo, se puede modificar, de manera significativa, el aprendizaje del lenguaje y, con ello, evitar las complicaciones que inciden en su desarrollo. El especialista que trata con niños debe reconocer estos problemas y canalizarlos hacia la terapia adecuada (AU)

Aims. The study reviews language disorders in children. Taking their normal development as the starting point, the work puts forward a differential diagnosis based on the symptoms presented in the moment the patient visited the physician. It also suggests an approach for children with language disorders from the neuropaediatric point of view while also updating the management of some of its forms. Development. The acquisition of language is one of the key milestones in the development of children. A child’s social and intellectual development is affected by delayed acquisition of language and this can give rise to a ongoing effect involving isolation and regression, which tends towards poor academic achievement and, eventually, leads to the development of learning and social problems. There are studies that evidence a close relationship in children between the development of spoken language and written language, as well as the importance of acquiring language as the basis for writing skills. These problems cause a great deal of anxiety in parents. Conclusions. Knowledge of the problem allows the specialist to detect these children early on in the preschool stage and to ensure they receive the right attention. If treated in time, language learning can be modified to a significant degree, thereby avoiding the complications that affect its development. The specialist working with children must recognise these problems and channel them towards the most suitable therapy (AU)

Trastornos del lenguaje: lo que necesitamos realmente es un cambio de paradigma / Language disorders: what we really need is a change of paradigm

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[Symptoms and diagnosis of auditory processing disorder]. / Symptome und Diagnosestellung auditiver Verarbeitungs- und Wahrnehmungsstörungen.

The definition of an auditory processing disorder (APD) is based on impairments of auditory functions. APDs are disturbances in processes central to hearing that cannot be explained by comorbidities such as attention deficit or language comprehension disorders. Symptoms include difficulties in differentiation and identification of changes in time, structure, frequency and intensity of sounds; problems with sound localization and lateralization, as well as poor speech comprehension in adverse listening environments and dichotic situations. According to the German definition of APD (as opposed to central auditory processing disorder, CAPD), peripheral hearing loss or cognitive impairment also exclude APD. The diagnostic methodology comprises auditory function tests and the required diagnosis of exclusion. APD is diagnosed if a patient's performance is two standard deviations below the normal mean in at least two areas of auditory processing. The treatment approach for an APD depends on the patient's particular deficits. Training, compensatory strategies and improvement of the listening conditions can all be effective.

[Language disorders. Diagnosis and treatment]. / Trastornos del lenguaje. Diagnóstico y tratamiento.

AIMS: The study reviews language disorders in children. Taking their normal development as the starting point, the work puts forward a differential diagnosis based on the symptoms presented in the moment the patient visited the physician. It also suggests an approach for children with language disorders from the neuropaediatric point of view while also updating the management of some of its forms. DEVELOPMENT: The acquisition of language is one of the key milestones in the development of children. A child's social and intellectual development is affected by delayed acquisition of language and this can give rise to a ongoing effect involving isolation and regression, which tends towards poor academic achievement and, eventually, leads to the development of learning and social problems. There are studies that evidence a close relationship in children between the development of spoken language and written language, as well as the importance of acquiring language as the basis for writing skills. These problems cause a great deal of anxiety in parents. CONCLUSIONS: Knowledge of the problem allows the specialist to detect these children early on in the preschool stage and to ensure they receive the right attention. If treated in time, language learning can be modified to a significant degree, thereby avoiding the complications that affect its development. The specialist working with children must recognise these problems and channel them towards the most suitable therapy.

TITLE: Trastornos del lenguaje. Diagnostico y tratamiento.Objetivos. Se revisan los trastornos del lenguaje en el niño. Partiendo de su desarrollo normal, se provee un diagnostico diferencial de acuerdo con la sintomatologia que presenta en el momento de la consulta y se sugiere un abordaje para el niño con alteraciones del lenguaje desde el punto de vista del neuropediatra a la vez que se actualiza el manejo de algunas de sus formas. Desarrollo. La adquisicion del lenguaje es uno de los hitos clave del desarrollo del niño. El desarrollo social e intelectual del niño se ve afectado por el retraso en la adquisicion del lenguaje y este puede crear un efecto continuo de aislamiento y regresion, que pasa hacia un rendimiento academico pobre y, eventualmente, lleva hacia el desarrollo de problemas de aprendizaje y sociales. Existen estudios que muestran una relacion estrecha en el niño entre el desarrollo del lenguaje hablado y el lenguaje escrito y la importancia de la adquisicion del lenguaje como base de las habilidades de la escritura. Estos problemas son causa de mucha ansiedad en los padres. Conclusion. El conocimiento del problema permite al especialista captar tempranamente a los niños en la etapa preescolar y asegurarse de que provee los servicios adecuados. Tratado a tiempo, se puede modificar, de manera significativa, el aprendizaje del lenguaje y, con ello, evitar las complicaciones que inciden en su desarrollo. El especialista que trata con niños debe reconocer estos problemas y canalizarlos hacia la terapia adecuada.

Nuevas propuestas para el diagnóstico y la clasificación de los trastornos del lenguaje: ¿hemos incorporado los criterios idóneos? / New proposals for the diagnosis and classification of language disorders: have we incorporated the most suitable criteria?

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