Citas bibligráficas
Salas, M., Salinas, R. (2021). Estudio de caso de un niño de 4 años 11 meses con trastorno de lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19333
Salas, M., Salinas, R. Estudio de caso de un niño de 4 años 11 meses con trastorno de lenguaje []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19333
@misc{renati/538250,
title = "Estudio de caso de un niño de 4 años 11 meses con trastorno de lenguaje",
author = "Salinas Benavides, Rita Giovanna",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Oral language is a necessary tool for the child to understand and express their thoughts, ideas, concerns and needs spontaneously and appropriately interacting with the family, school and social environment. Its acquisition is a very complex cognitive process and happens during the first years of life, period during which various language skills are developed and consolidated, but this is not always the case, as there are sometimes difficulties that can affect social interaction and learning. The objective of this case study is to design an evaluation and intervention plan appropriate to the needs of a 4-year-old 11 month old with predominantly expressive language disorder. Language disorder is manifested in difficulty in the acquisition and use of spoken or written language due to deficiencies in comprehension or production, which may include a reduced vocabulary, deficient grammatical structures and alterations in the use of speech. Language skills are generally below chronological age, limiting school and social development. The hybrid intervention model is followed, which focuses both on the interests of the child and on the goals set by the therapist, taking into account a significant context and using direct and playful experiences. The results show the decrease of phonological simplification processes as an omission of the syllabic coda /n/ and substitution processes /k/ by /j/, /p/ by /f/; increase in their phonetic repertoire, with the acquisition of fon /s/; proper use of past irregular verbs and the establishment of semantic networks through associations by similarity and category. It is concluded that the intervention plan applied has allowed the child to show advances in phonetic phonological, morphosyntactic and semantic lexical components.
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