Bibliographic citations
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Castillo, A., (2021). Estudio de caso de una niña de 2 años, 10 meses con retraso del lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19363
Castillo, A., Estudio de caso de una niña de 2 años, 10 meses con retraso del lenguaje []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19363
@misc{renati/529081,
title = "Estudio de caso de una niña de 2 años, 10 meses con retraso del lenguaje",
author = "Castillo Noel, Ana Pamela",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Title: Estudio de caso de una niña de 2 años, 10 meses con retraso del lenguaje
Authors(s): Castillo Noel, Ana Pamela
Advisor(s): Monzon Ayay, Kristell Marggy
Keywords: Transtornos de habla en niños--Evaluación--Estudio de casos; Niños--Lenguaje; Trastornos del aprendizaje (Educación)
OCDE field: https://purl.org/pe-repo/ocde/ford#5.03.01
Issue Date: 4-Jun-2021
Institution: Pontificia Universidad Católica del Perú
Abstract: El lenguaje es un código social compartido, es también un sistema convencional, cuya función es
representar conceptos mediante el uso de símbolos arbitrarios y de combinaciones, regidas por reglas.
Asimismo, permite expresarse y relacionarse dentro del entorno en el que se desenvuelve. En la
actualidad, es frecuente encontrar niños en edad escolar que presentan una descompensación
lingüística, lo cual les imposibilita participar en nuevas experiencias sociales o escolares. Por ello, es
relevante evaluar los componentes morfosintáctico y léxico semántico para conocer el perfil del niño
con la finalidad de poder detectar las dificultades a temprana edad, y de este modo, realizar un proceso
de intervención que favorezca sus habilidades lingüísticas. El objetivo del estudio es diseñar un plan de
evaluación e intervención para una niña de 2 años 10 meses, quien presenta retraso del lenguaje. El
retraso del lenguaje es considerado una patología transitoria, en la que se sigue patrones de desarrollo
normal, pero bajo un proceso lento. Se utiliza, por un lado, estrategias estructuradas para enseñar los
aspectos formales del lenguaje, generando un modelo híbrido, que combina a la corriente conductista
para la observación o modificación del comportamiento o conducta, y los conocimientos en el lenguaje
oral, por otro lado, estrategias interactivas para facilitar la comunicación y proporcionar modelos
lingüísticos. Como resultado de la intervención se observa que la niña logró incrementar su capacidad
para identificar y denominar elementos por categorías semánticas, así como responder a preguntas
cerradas con encabezadores “quién y qué” en relación a una acción. Por otro lado, verbaliza oraciones
simples bajo la estructura S+V+O, de manera organizada. Sin embargo, aún requiere de apoyos
visuales y orientación de la especialista para verbalizar oraciones simples que incluyan el uso de
preposiciones, tales como “en”. Se concluye que el plan de intervención aplicado permitió a la niña
mostrar avances en los componentes léxico semántico y morfosintáctico, teniendo como resultado un
avance significativo.
Language is a shared social code, it is also a conventional system, whose function is to represent concepts through the use of arbitrary symbols and combinations, governed by rules. Likewise, it allows them to express themselves and interact within the environment in which they operate. At present, it is common to find schoolage children who present a linguistic decompensation, which makes it impossible for them to participate in new social or school experiences. For this reason, it is relevant to evaluate the morphosyntactic and semantic lexical components in order to know the child's profile in order to be able to detect difficulties at an early age, and thus, carry out an intervention process that favors their language skills. The objective of the study is to design an evaluation and intervention plan for a 2-year-old 10-month-old girl with a language delay. Language delay is considered a transitory pathology, in which normal development patterns are followed, but under a slow process. On the one hand, structured strategies are used to teach the formal aspects of language, generating a hybrid model that combines the behaviorist current for the observation or modification of behavior or behavior, and knowledge in oral language, on the other hand, interactive strategies to facilitate communication and provide linguistic models. As a result of the intervention, it is observed that the girl was able to increase her ability to identify and name elements by semantic categories, as well as answer closed questions with “who and what“ headings in relation to an action. On the other hand, he verbalizes simple sentences under the structure S + V + O, in an organized way. However, it still requires visual aids and guidance from the specialist to verbalize simple sentences that include the use of prepositions, such as “en”. It is concluded that the intervention plan applied allowed the girl to show progress in the lexical-semantic and morphosyntactic components, resulting in significant progress.
Language is a shared social code, it is also a conventional system, whose function is to represent concepts through the use of arbitrary symbols and combinations, governed by rules. Likewise, it allows them to express themselves and interact within the environment in which they operate. At present, it is common to find schoolage children who present a linguistic decompensation, which makes it impossible for them to participate in new social or school experiences. For this reason, it is relevant to evaluate the morphosyntactic and semantic lexical components in order to know the child's profile in order to be able to detect difficulties at an early age, and thus, carry out an intervention process that favors their language skills. The objective of the study is to design an evaluation and intervention plan for a 2-year-old 10-month-old girl with a language delay. Language delay is considered a transitory pathology, in which normal development patterns are followed, but under a slow process. On the one hand, structured strategies are used to teach the formal aspects of language, generating a hybrid model that combines the behaviorist current for the observation or modification of behavior or behavior, and knowledge in oral language, on the other hand, interactive strategies to facilitate communication and provide linguistic models. As a result of the intervention, it is observed that the girl was able to increase her ability to identify and name elements by semantic categories, as well as answer closed questions with “who and what“ headings in relation to an action. On the other hand, he verbalizes simple sentences under the structure S + V + O, in an organized way. However, it still requires visual aids and guidance from the specialist to verbalize simple sentences that include the use of prepositions, such as “en”. It is concluded that the intervention plan applied allowed the girl to show progress in the lexical-semantic and morphosyntactic components, resulting in significant progress.
Link to repository: http://hdl.handle.net/20.500.12404/19363
Discipline: Dificultades de la Comunicación y Lenguaje
Grade or title grantor: Pontificia Universidad Católica del Perú. Facultad de Educación
Grade or title: Segunda Especialidad en Dificultades de la Comunicación y Lenguaje
Juror: Chavez Galvez, Zandy; Sing Ore, Angelica Maria; Ortiz De Orue Aliaga, Julia Vanessa; Monzon Ayay, Kristell Marggy
Register date: 4-Jun-2021
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