Citas bibligráficas
Avila, S., (2021). Estudio de caso de un niño de 3 años, 3 meses con retraso de lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19356
Avila, S., Estudio de caso de un niño de 3 años, 3 meses con retraso de lenguaje []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19356
@misc{renati/538480,
title = "Estudio de caso de un niño de 3 años, 3 meses con retraso de lenguaje",
author = "Avila Agreda, Silvia Cecilia",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Language is seen as a fundamental instrument of communication. Humans need it to develop their affective psychological side, to receive and give information and to learn through it. Nevertheless, it is frequent to find children with difficulties in the acquisition and development of language. This puts them in a disadvantageous position in comparison to their peers at preschool or school levels, even affecting their social development within their own environment. Thus, this study aims to design an evaluation and intervention plan in line with the needs of a 3-year-old 3-month-old child with a language delay. It should be noted that Language Delay refers to a setback in the appearance or development of language elements (lexical-semantic, morphosyntactic, phonetic, phonological, and pragmatic), which mainly affect expression. It is also important to point out that early detection allows taking necessary actions in the stimulation of these children to keep up with their corresponding developmental stage. In the present intervention the hybrid model is used, which is a child – and – adult – centered approach, where the therapist controls certain aspects of the intervention such as: keeping the sessions as natural as possible, focusing on the interests of the child, and using strategies to reinforce the goal of the session. The results of the present study rescue an increase in the acquisition of comprehensive and expressive vocabulary, an improvement in the following of instructions up to action + two elements + location, as well as an improvement in the length of sentences up to the structuring of simple expressions of the s + v + o type. Finally, it is concluded that the applied intervention plan allowed to demonstrate progress in the child, especially in the lexical-semantic and morphosyntactic components.
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