Citas bibligráficas
Benites, H., Quevedo, S. (2021). Estudio de caso de un niño de 3 años, 11 meses con trastorno de lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19361
Benites, H., Quevedo, S. Estudio de caso de un niño de 3 años, 11 meses con trastorno de lenguaje []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19361
@misc{renati/529179,
title = "Estudio de caso de un niño de 3 años, 11 meses con trastorno de lenguaje",
author = "Quevedo Ramirez, Stephanie Karolhy",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Language and communication disorders affect the way people use and process language. These difficulties affect social, emotional, behavioral and cognitive development. They especially affect the learning process, hence the importance of detecting them early. Therefore, the objective of the case study is to design an evaluation and intervention plan according to the needs of a child of 3 years and 11 months with difficulties in the lexical-semantic, morphosyntactic, phonetic, phonological and pragmatic components, both at a comprehensive level as expressive. The results show an advance in the semantic lexical component, in the vocabulary content, since it was possible to increase their comprehensive and expressive vocabulary, favoring the understanding and expression of information. Similarly, in the context of meaning of phrases and sentences, it was possible to develop their comprehension skills favorably from the understanding of headings and questions to favor their interaction, especially the heading “what“, while it is still in process of achievement the heading “who“. Likewise, in the context of follow-up instructions, it was evidenced that the understanding and execution of simple instructions (Action + Object) improved, favoring the understanding of the information. In the morphosyntactic component, specifically in the length content of the statement, it is still in the process of achieving it. It is concluded that the intervention plan applied allowed the child to show progress in the lexicalsemantic and morphosyntactic processes.
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