Citas bibligráficas
Pozo, M., (2022). Estudio de caso de una niña de 5 años 4 meses con dificultades en los procesos comprensivo y expresivo del lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/22672
Pozo, M., Estudio de caso de una niña de 5 años 4 meses con dificultades en los procesos comprensivo y expresivo del lenguaje []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/22672
@misc{renati/538725,
title = "Estudio de caso de una niña de 5 años 4 meses con dificultades en los procesos comprensivo y expresivo del lenguaje",
author = "Pozo Madrid, María Luisa",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Language is the most complex capacity of the human being that allows social development in a context, acquiring learning and sharing experiences. When language difficulties arise, they constitute a barrier that prevents interaction, regularly, in all family, school and social environments. The objective of this study is to carry out a language assessment and design an intervention plan according to the needs of a 5 year and 4- month-old girl, with difficulties in the comprehension and expressive language process. These difficulties evidenced an unexpected profile for their age. Given this, the hybrid model was followed in the intervention, which establishes specific objectives, allowing the therapist to maintain control of the activities and materials, stimulating linguistic behaviors spontaneously. The language assessment process was carried out under the hybrid model (interaction through the use of technological resources). During this process, difficulties affecting the development of each language component were evidenced. The results of the intervention show an increase in comprehensive and expressive vocabulary referred to semantic categories: clothes, cookware, actions, allow the establishment of relation between words through categorical associations and in the elaboration of sentences with the structure “Subject + Verb+ Prepositional phrase (with)“, as well as improvement in the intelligibility of their expressions by issuing words respecting the structure of the syllable making functional use of the consonant in syllabic coda /l/. It is concluded that the intervention plan allowed the girl to show progress in the semantic, morphosyntactic and phonological lexical component
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