Citas bibligráficas
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"
}
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.
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