Intervention in the Cohesion of Narrative Discourse in Pupils with Developmental Language Disorder / La intervención en la cohesión del discurso narrativo en los alumnos que tienen un trastorno evolutivo del lenguaje

The main objective of this study was to verify the effectiveness of an intervention program on cohesion in pupils with typical development and with developmental language disorder. A total of 99 5-year-old pupils from schools in the island of Tenerife (Canary Islands, Spain) participated. For the narrative analysis, a story retelling task was used, studying cohesive resources such as ellipsis, anaphora, possessives, and connectors. The intervention program was organized at different levels of practice and involved teachers and speech language therapists. The results indicated that the pupils diagnosed with developmental language disorder initially presented worse performance in cohesion than their peers with typical development. Finally, the two groups of children who received the intervention program showed significantly higher gains than the two groups without treatment, with medium or small effect sizes.

El objetivo principal del presente estudio ha sido comprobar la efectividad de un programa de intervención en la cohesión de alumnado con desarrollo típico y con trastorno del desarrollo del lenguaje. Participaron 99 alumnos de 5 años de colegios de la isla de Tenerife (Islas Canarias, España). Para el análisis narrativo se utilizó el recontado de un cuento, estudiándose recursos cohesivos como las elipsis, las anáforas, los posesivos y los conectores. El programa de intervención se organizó en diferentes niveles de práctica y contó con la colaboración entre el profesorado y las logopedas. Los resultados indicaron que el alumnado diagnosticado con trastorno del desarrollo del lenguaje presentaba inicialmente un peor rendimiento en cohesión que sus compañeros con desarrollo normal. Finalmente, los dos grupos de niños que recibieron el programa de intervención mostraron ganancias significativamente más altas que los dos grupos sin tratamiento, con tamaños de efecto medianos o pequeños.

Intervention for oral language comprehension skills in preschoolers with developmental language disorder.

BACKGROUND: There is a clear predominance of programmes aimed at improving aspects related to language production in pupils with developmental language disorder (DLD). However, programmes aimed at improving their receptive skills are limited. AIMS: The main aim was to assess the effectiveness of an intervention programme for oral language comprehension skills in preschoolers with typical development (TD) and pupils with DLD. METHODS & PROCEDURES: Participants were 99 five-year-old pupils, with and without DLD, divided into four groups: two control groups (TD-C = 25; DLD-C = 25) and two experimental groups (TD-T = 24; DLD-T = 25), from schools on the Spanish island of Tenerife. The study used, as pre- and post-measures, the receptive language subtests of the CELF-4-Spanish: Concepts and Following Directions, Word Classes-Receptive and Sentence Structure, as well as two tasks assessing comprehension of paragraphs and narratives. Due to the strong link between oral comprehension skills and executive functions, working memory and semantic fluency are included in this research. The Backward Digit Span subtest of the Wechsler Intelligence Scale for Children (WISC-IV) and Semantic Fluency subtest of the Controlled Oral Word Association Test (COWAT) were used to assess working memory and semantic fluency, respectively. The intervention programme followed a multitiered system of support (MTSS) model, with 95 sessions lasting 60 min each delivered jointly by teachers and speech and language therapists, and focused on lexical-semantic, morphological, syntactic and narrative skills; inferences; verbal working memory; and semantic fluency. OUTCOMES & RESULTS: The results showed, as expected, that pupils diagnosed with DLD initially performed worse on oral language comprehension and executive functions than pupils with TD. Further, the DLD-T and TD-T groups showed greater gains following the programme, especially in word classes-receptive, sentence structure, verbal working memory and semantic fluency. Finally, a significant positive correlation was found between the gains obtained by the participants in verbal working memory and semantic fluency, with the gains obtained in the three CELF-4-Spanish subtests. CONCLUSIONS & IMPLICATIONS: An intervention programme applied at an early age fosters oral language comprehension skills and executive functions in pupils with DLD and TD. The intervention organized at different levels of support, following an MTSS model, showed clear progress of the DLD and TD groups in oral language comprehension and executive functions. WHAT THIS PAPER ADDS: Pupils with DLD present deficits in linguistic comprehension and executive functions. There are many intervention programs focused on improving language production skills. It is also necessary to consider the skills underlying language problems in pupils with DLD. Oral language, inference, working memory and semantic fluency activities improve comprehension. A collaborative and inclusive intervention of teachers and speech language therapists. Psycholinguistic and neuropsychological skills training should become part of the academic curriculum as early as preschool age. What is already known on the subject Pupils with DLD show problems related to both comprehension and production language. However, there is a clear predominance of programs just aimed at improving aspects related to language production. Clinical implications of this study An intervention program applied at an early age fosters oral language comprehension skills and executive function in pupils with DLD. The intervention organized at different levels of support, following an adaptation of the Response Tier Intervention models, showed clear progress of the DLD in comprehension oral language and executive functions.

Overlapping in memory profiles in Spanish children with autism spectrum disorders, developmental language disorders, and attention deficit hyperactivity disorder.

Neurodevelopmental disorders do not have biological markers that allow for their identification. This means that in most cases, diagnosis is based on behavior. This approach implies that difficulties will exist in establishing the diagnostic boundaries of the different nosological entities, and it argues that neurodevelopmental disorders probably share neuropsychological deficits. Our main objective was to study whether neurodevelopmental disorders share a common endophenotype. We carried out a study of memory in children with Autism Spectrum Disorders (ASD), Developmental Language Disorders (DLD), and Attention Deficit Hyperactivity Disorder (ADHD). For this purpose, we administered an extensive neuropsychological battery to evaluate memory to 24(ASD), 25(DLD), and 25(ADHD) children. The results obtained by these three clinical groups were contrasted with those obtained by a group of 25 children of typical development (TD). TD group performed better in all memory tasks, except the recognition task than the clinical groups, and the clinical groups showed slight differences among themselves in their performance in memory tasks. These results show that memory deficits could represent a common endophenotype at least in these three neurodevelopmental disorders and emphasize the need to intervene in memory disorders in this population.

Intervention in Syntactic Skills in Pupils with Developmental Language Disorder / Intervención en Habilidades Sintácticas en Alumnos con Trastorno del Desarrollo del Lenguaje

BACKGROUND: The main objective of this research has been to verify the effectiveness of an intervention program on syntactic skills of pupils with typical development and with developmental language disorder. METHOD: A total of 99 five-year-old pupils from schools of Tenerife (Spain) participated. The CELF-4 Recalling Sentences, Formulated Sentences, and Sentence Structure subtests were used. The intervention program consisted of 40 sessions implemented by teachers and speech language therapists. Three levels of practice were organized: in the ordinary classroom (large group and small group) and in the support classroom. RESULTS: Pupils diagnosed with developmental language disorder initially performed worse on syntax than those with typical development. In addition, the goodness of an intervention program was verified especially for Recalling sentences, and, to a lesser extent, for Sentences Structure, which improves in the experimental group with typical development as well as in the control and experimental groups with language development disorder. CONCLUSIONS: A collaborative and inclusive intervention program that uses implicit techniques favors the improvement of certain aspects of the syntactic processing of pupils with developmental language disorder

ANTECEDENTES: el objetivo principal de esta investigación ha sido verificar la efectividad de un programa de intervención sobre las habilidades sintácticas de los alumnos con desarrollo típico y con trastorno del desarrollo del lenguaje. MÉTODO: participaron 99 alumnos de cinco años de colegios de Tenerife (España). Se utilizaron los subtests del CELF-4 Recordando oraciones, Formulación de oraciones y Estructura de oraciones. El programa de intervención consistió en 40 sesiones implementadas por profesores y logopedas. Se organizaron tres niveles de práctica: en el aula ordinaria (grupo grande y grupo pequeño) y en el aula de apoyo. RESULTADOS: los resultados indicaron que los alumnos diagnosticados con trastorno del desarrollo del lenguaje presentaron inicialmente un peor rendimiento en la sintaxis que aquellos con desarrollo típico. Además, se comprobó la bondad de un programa de intervención especialmente en Recordando oraciones, y en menor medida, para Estructura de oraciones, que mejora en el grupo experimental con desarrollo típico y en los grupos control y experimental con trastorno del desarrollo del lenguaje. CONCLUSIONES: un programa de intervención de naturaleza colaborativa e inclusiva que recurre a técnicas implícitas favorece la mejora de determinados aspectos del procesamiento sintáctico de alumnado con trastorno del desarrollo del lenguaje

Intervention in Syntactic Skills in Pupils with Developmental Language Disorder.

BACKGROUND: The main objective of this research has been to verify the effectiveness of an intervention program on syntactic skills of pupils with typical development and with developmental language disorder. METHOD: A total of 99 five-year-old pupils from schools of Tenerife (Spain) participated. The CELF-4 Recalling Sentences, Formulated Sentences, and Sentence Structure subtests were used. The intervention program consisted of 40 sessions implemented by teachers and speech language therapists. Three levels of practice were organized: in the ordinary classroom (large group and small group) and in the support classroom. RESULTS: Pupils diagnosed with developmental language disorder initially performed worse on syntax than those with typical development. In addition, the goodness of an intervention program was verified especially for Recalling sentences, and, to a lesser extent, for Sentences Structure, which improves in the experimental group with typical development as well as in the control and experimental groups with language development disorder. CONCLUSIONS: A collaborative and inclusive intervention program that uses implicit techniques favors the improvement of certain aspects of the syntactic processing of pupils with developmental language disorder.

A comparative study of language phenotypes in autism spectrum disorder and specific language impairment / Estudio comparativo de los fenotipos lingüísticos en el Trastorno del Espectro Autista y en el Trastorno Específico del Lenguaje

BACKGROUND: Problems with communication and language are among the main characteristics of both Autism Spectrum Disorder (ASD) and Specific Language Impairment (SLI). The main objective of the present study was to analyze whether the two disorders have similar formal language profiles. METHOD: The study involved three groups of 20 students each, divided into ASD, SLI, and Control, of similar ages and IQ. The CELF-4 standardized test was administered to assess their language skills. RESULTS: No significant differences in language were found between the SLI and ASD groups, with no effect sizes. Differences were observed between the SLI and ASD groups when they were compared separately with the Control group, with a large effect size. CONCLUSIONS: There is an overlap in the linguistic profiles of children with SLI and children with ASD. Similarity is thus confirmed in comprehensive and expressive language, as well as in morphosyntactic and lexical-semantic production

ANTECEDENTES: los problemas de comunicación y lenguaje constituyen una de las características principales tanto del Trastorno del Espectro Autista (TEA) como del Trastorno Específico del Lenguaje (TEL). El objetivo principal del presente estudio ha sido analizar si ambos trastornos presentan perfiles de lenguaje formal similares. MÉTODO: en el estudio participaron tres grupos de 20 alumnos cada uno, divididos en TEA, TEL y Control, equiparados en las variables edad y CI. A todos los participantes se les administró el test estandarizado CELF-4 para evaluar sus habilidades lingüísticas. RESULTADOS: no existen diferencias significativas en lenguaje entre los grupos TEL y TEA, con tamaños del efecto prácticamente nulos. Las diferencias se establecen entre los grupos TEL y TEA cuando se les compara por separado con el grupo Control, obteniéndose un tamaño del efecto grande. CONCLUSIONES: se produce un solapamiento en los perfiles lingüísticos entre niños con TEL y TEA. En consecuencia, se confirma la similitud en lenguaje comprensivo y expresivo, así como en la producción morfosintáctica y léxico-semántica

A comparative study of language phenotypes in Autism Spectrum Disorder and Specific Language Impairment.

BACKGROUND: Problems with communication and language are among the main characteristics of both Autism Spectrum Disorder (ASD) and Specific Language Impairment (SLI). The main objective of the present study was to analyze whether the two disorders have similar formal language profiles. METHOD: The study involved three groups of 20 students each, divided into ASD, SLI, and Control, of similar ages and IQ. The CELF-4 standardized test was administered to assess their language skills. RESULTS: No significant differences in language were found between the SLI and ASD groups, with no effect sizes. Differences were observed between the SLI and ASD groups when they were compared separately with the Control group, with a large effect size. CONCLUSIONS: There is an overlap in the linguistic profiles of children with SLI and children with ASD. Similarity is thus confirmed in comprehensive and expressive language, as well as in morphosyntactic and lexical-semantic production.

La conexión entre el lenguaje oral y la lectura temprana: un cambio de paradigma / The connection between oral language and early reading: a paradigm change

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La intervención en habilidades narrativas en alumnado con dificultades del lenguaje. Una oportunidad para el trabajo colaborativo entre logopedas, profesorado y familias / The intervention in narrative skills in students with language difficulties. An opportunity for collaborative work between speech therapists, teachers and families

No disponible

Reflexiones para mejorar la práctica logopédica / Ideas on how to improve speech therapy practice

No disponible

Análisis bibliométrico de la Revista de Logopedia, Foniatría y Audiología: 2000-2016 / Bibliometric analysis of the Revista de Logopedia, Foniatría y Audiología: 2000-2016

Introducción. El objetivo de este trabajo es presentar la producción científica de la Revista de Logopedia, Foniatría y Audiología (RLFA). Metodología. Se desarrolla un estudio descriptivo-retrospectivo de la RLFA a partir de los 344 artículos recogidos en los 108 números publicados en el período comprendido entre los años 2000 y 2016, ambos incluidos. Resultados. Siguiendo el criterio del índice de colaboración, la RLFA se encuentra en vías de madurez científica. Además, se observa un buen patrón de ajuste a la ley de Lotka. En los 344 artículos analizados se han citado 961 revistas diferentes, destacándose Journal of Speech and Hearing Disorders como la primera, seguida de Journal of Speech Language and Hearing Research y de Brain and Language. Además, se han producido 43 artículos con colaboración internacional entre diferentes instituciones. Discusión y conclusiones. Se proponen una serie de sugerencias que la RLFA puede considerar con el propósito de alcanzar una mayor difusión y reconocimiento en el ámbito internacional (AU)

Introduction. The aim of this paper is to present the scientific production of Revista de Logopedia, Foniatría y Audiología (RLFA). Methodology. A descriptive-retrospective study of the RLFA was developed based on the 344 articles collected in the 108 issues published between the years 2000 and 2016, inclusively. Results. Following the criterion of the Collaboration Index, RLFA is in the process of scientific maturity. In addition, a good pattern adjusted to Lotka's Law is observed. In the 344 articles analysed, 961 different journals have been cited, highlighting the Journal of Speech and Hearing Disorders, followed by Journal of Speech Language and Hearing Research, and Brain and Language. In addition, 43 articles have been written with international collaboration between different institutions. Discussion and conclusions. A series of suggestions are proposed for the RLFA to consider in order to achieve greater coverage and recognition at international level (AU)

Intervention in reading processes in pupils with Specific Language Impairment (SLI) / Intervención en procesos lectores en alumnado con Trastorno Específico del Lenguaje

BACKGROUND: Children with Specific Language Impairment (SLI) encounter significant difficulties in learning to read. The aim of this research was to determine the efficacy of an intervention program on reading processes (letter identification, lexical processes, syntactic processes and semantic processes) in children with SLI. METHOD: The sample consisted of a total of 34 pupils diagnosed with SLI and 34 children with typical language development. For the selection of the sample, the CELF-3 test, the Peabody test, the Hearing Association and Visual Association subtests of the ITPA and the K-BIT Intelligence test were used. The intervention program consisted of 144 sessions of 40 minutes each, in which oral language activities were combined with other activities related to the automation of basic reading processes and reading sentences and texts. RESULTS: Significant gains were also made in the group of children with SLI versus controls in lexical, syntactic, and semantic reading processes.CONCLUSIONS: A combined program of both oral language and reading skills improves reading achievement in pupils with SLI

ANTECEDENTES: los niños con Trastorno Específico del Lenguaje (TEL) tienen importantes dificultades para el aprendizaje de la lectura. El objetivo de esta investigación ha sido comprobar la eficacia de un programa de intervención sobre los procesos lectores (identificación de letras, procesos léxicos, procesos gramaticales y procesos semánticos) en niños con TEL. MÉTODO: la muestra estuvo compuesta por un total de 34 alumnos diagnosticados con TEL y 34 niños con un desarrollo típico del lenguaje. Para la selección de la muestra se utilizaron los tests CELF-3, Peabody, las subpruebas de Asociación Auditiva y de Asociación Visual del ITPA y el Test de Inteligencia K-BIT. El programa de intervención constó de 144 sesiones, de 40 minutos de duración cada una, en el que se combinaron actividades de lenguaje oral con otras destinadas a la automatización de procesos lectores básicos y de lectura de frases y textos.RESULTADOS: los niños con TEL obtuvieron ganancias significativas frente a los controles en los procesos lectores léxicos, sintácticos y semánticos. CONCLUSIONES: un programa combinado de lenguaje oral y lectura mejora el rendimiento lector en alumnado con TEL

Intervention in reading processes in pupils with Specific Language Impairment (SLI).

BACKGROUND: Children with Specific Language Impairment (SLI) encounter significant difficulties in learning to read. The aim of this research was to determine the efficacy of an intervention program on reading processes (letter identification, lexical processes, syntactic processes and semantic processes) in children with SLI. METHOD: The sample consisted of a total of 34 pupils diagnosed with SLI and 34 children with typical language development. For the selection of the sample, the CELF-3 test, the Peabody test, the Hearing Association and Visual Association subtests of the ITPA and the K-BIT Intelligence test were used. The intervention program consisted of 144 sessions of 40 minutes each, in which oral language activities were combined with other activities related to the automation of basic reading processes and reading sentences and texts. RESULTS: Significant gains were also made in the group of children with SLI versus controls in lexical, syntactic, and semantic reading processes. CONCLUSIONS: A combined program of both oral language and reading skills improves reading achievement in pupils with SLI.

Los niños con Trastorno del Espectro Autista tienen déficits en las Funciones Ejecutivas / Children with Autism Spectrum Disorder have Deficits in Executive Functions

Existe un creciente acuerdo científico sobre el hecho de que en personas con Trastorno del Espectro Autista (TEA) se identifican alteraciones neurológicas de considerable magnitud que tienen una base genética que se expresa en el desarrollo neuronal. Como consecuencia de esto se han identificado déficits en funciones cognitivas complejas en esta población, si bien los resultados hasta el momento son inconsistentes. El objetivo de nuestro trabajo ha sido la caracterización neuropsicológica de una población con TEA. Para ello, a una muestra de 18 niños diagnosticados con TEA, le hemos administrado una batería neuropsicológica amplia destinada a la evaluación de la atención y de las funciones ejecutivas. Los resultados obtenidos por el grupo experimental fueron contrastados con los alcanzados por una muestra de 18 niños con desarrollo típico. En ellos se muestra como el grupo con TEA tiene un déficit generalizado en atención y funciones ejecutivas, excepto en fluidez verbal con claves semánticas, planificación y flexibilidad cognitiva. Se requiere más investigación para clarificar la naturaleza de estos hallazgos

It exists a growing consensus about broad neurological abnormalities in people with Autism Spectrum Disorders (ASD) and its genetic origin, which has its expression during the neural development. As a consequence, there have been identified several impairments in high order cognitive functions in this population. However the results remain inconsistent. Our research is aimed at the neuropsychological characterization of children with ASD. To that end, we assessed a sample of 18 children diagnosed of ASD with a broad neuropsychological test battery in order to evaluate attention and executive functioning. The results obtained by this experimental group were compared with a sample of 18 typically developing children. The results show a comprehensive impairment in attention and executive functioning in the ASD group, with the exception of verbal fluency with semantic clues, planning and cognitive flexibility. Further research is needed in order to clarify the origin of these results

La intervención logopédica en los trastornos específicos del lenguaje / Logopedic intervention in specific language impairments

En este trabajo se hace una revisión de los diversos modelos de intervención en los trastornos específicos del lenguaje (TEL). Aunque tradicionalmente se ha formulado una clasificación genérica, diferenciando entre perspectivas formales y funcionales, se hace indispensable establecer propuestas más singulares. Por lo tanto, se ofrece una categorización basada en un criterio evolutivo. Por un lado, los modelos orientados a la adquisición del lenguaje oral, y, por otro, aquellos entroncados con el lenguaje y la alfabetización. Se concluye que es necesario un mayor volumen de estudios que comprueben la eficacia de las diferentes opciones de intervención. Todo lo anterior debe conectarse con la necesidad de impulsar entre los profesionales de la logopedia con prácticas basadas en la evidencia (PBE) con la finalidad de dotarles de programas, estrategias y datos procedentes de investigación que les haga disponer de una mayor cantidad de recursos de alta calidad en su trabajo habitual (AU)

This article reviews the distinct intervention models in specific language impairments (SLI). Although a general classification that differentiates between formal and functional perspectives has traditionally prevailed, more detailed classifications are essential. Therefore, the present article proposes a classification based on developmental criteria, distinguishing between models related to the acquisition of oral language and those focused on language and literacy. More research to determine the efficacy of the distinct intervention options is required. All of the above should be understood in the context of the need to encourage speech and language therapists to use evidence-based practice in order to provide them with programs, strategies and data from research, which would enable them to use high-quality resources in their daily work (AU)

Implicaciones clínicas del diagnóstico diferencial temprano entre Retraso de Lenguaje (RL) y Trastorno Específico del Lenguaje (TEL) / Clinical Implications of early differential diagnostic between Language Delay (LD) and Specific Language Impairment (SLI)

El objetivo de este trabajo es analizar las diferencias que, desde un punto de vista clínico, tienen los conceptos de Retraso de Lenguaje (RL) y Trastorno Específico del Lenguaje (TEL). Para tal fin, se seleccionó una muestra de seis sujetos con RL y otros seis con TEL, a través del uso de instrumentos tanto estandarizados como en forma de tareas. Mientras que los niños con RL no recibieron tratamiento alguno, los TEL fueron sometidos a un programa de intervención que perseguía, por un lado, favorecer el desarrollo de la comprensión y la producción lingüística y, por otro, estimular el progreso de habilidades básicas para la iniciación a la lectura, especialmente el desarrollo narrativo y el procesamiento fonológico. Los contenidos del programa se han secuenciado en orden creciente de complejidad cognitiva. Con el fin de comprobar las semejanzas o diferencias de los sujetos en su desarrollo lingüístico, atendiendo a su grupo de pertenencia, se utilizó la U de MannWhitney. Los resultados obtenidos muestran diferencias estadísticamente significativas entre ambos grupos. Así, se destaca una evolución siempre favorable de los sujetos con RL, sin que sean sometidos a intervención alguna, todo lo contrario de lo que ocurre con los niños con TEL. En consecuencia, los datos apuntan a que no tiene por qué haber un recorrido desde el RL hasta el TEL, tratándose de categorías diagnósticas diferenciadas.

The aim of this paper is to analyze the differences between Language Delay (LD) and Specific Language Impairment (SLI) concepts from a clinical point of view. The selected sample consisted of 6 LD and 6 SLI individuals, who were chosen with standardized tools and qualitative tasks. LD children had not any treatment; meanwhile SLI children underwent an intervention program which pursued two aims: on one hand, to improve the development of linguistic comprehension and production and on the other hand, to encourage the progress of basic skills for literacy, focusing on narrative development and phonological processing. The contents of the program have been sequenced in increasing order of cognitive complexity. The U of Mann-Whitney was used to check the similarities and differences of the children' linguistic development according to their diagnosis. Results show important differences between both groups. A positive progress of LD children stand outs, although they didn't undergo an intervention program. Meanwhile, just the opposite happens with SLI children. These data make us think that there is not an obligatory sequence from LD to SLI children. Therefore, we regard them as different categories.

Un estudio cualitativo sobre la respuesta educativa a las dificultades de lenguaje / A qualitative study on the education response to language difficulties

Nuestro interés principal en este estudio es conocer cómo se pone en práctica la respuesta educativa a las dificultades de lenguaje en el alumnado, de las etapas de Educación Infantil y Primaria, que presenta dificultades de lenguaje sin otros problemas asociados. De acuerdo con los planteamientos de la investigación de naturaleza cualitativa, describimos el proceso que hemos seguido, las técnicas empleadas para la recogida de la información y los procedimientos utilizados para su análisis. Con ello pretendemos, por un lado, aportar una descripción de cuál es la situación actual de esta respuesta y, por otro, realizar propuestas de mejora acordes a esta realidad. Los resultados ponen de relieve, entre otras cuestiones, que las prácticas educativas responden a un modelo clínico de trabajo y que muchos niños y niñas quedan sin respuesta educativa. Asimismo, tanto las familias como los profesionales parten de unas concepciones vagas acerca del lenguaje y sus dificultades y el profesorado, de Educación Infantil, Educación Primaria y logopedia, reconoce su escasa formación para intervenir en las dificultades de lenguaje en las aulas

Our main interest in this study is to know how the education response is implemented in pupils, in Infant and Primary Education, with language difficulties but without other difficulties associated. In accordance with the qualitative research, we will describe the process we have followed, the techniques used for the collection of the information and the procedures used for its analysis. On the one hand, we try to give a description of the present situation of this response and, on the other hand, we try to offer proposals for improvement appropriate to this reality. The results show, among other aspects, that the education practice follows a clinical work model and that many children do not get an education response. Also, families and professionals start from vague conceptions of language and its difficulties. The teachers in Infant and Primary Education as well as the speech therapists admit they have little training to deal with language disabilities in the classrooms

Contributions to the problems of generalization in the phonological intervention: a clinical approach

PURPOSE: to describe the procedure which could be useful for teachers and speech therapists engaged within a school context, in the treatment of the phonological mistakes exhibited by children during their primary-school education. It is an attempt to present an intra-subject study and to observe the generalization suffered by the untrained phonemes and processes during the training of a phoneme. METHODS: two children with phonological impairment participated in this research. A Test of Phonology Acosta et al. (1998) was used for the analysis of the simplifications and, later on, an intervention program by minimal pairs was applied. RESULTS: the results seem to indicate that the treatment should start with the process affecting more phonemes and that the most difficult; for example, the phoneme where the process is compulsory applied, should be chosen as the one to be trained. CONCLUSION: the results showed that treatment must begin with the process that affects a major number of phonemes which have more difficulty in their production.

OBJETIVO: descrever procedimento de intervenção fonológica. MÉTODOS: duas crianças com transtorno fonológico participaram do estudo. Foi aplicada a prova de Fonologia de Acosta et al. (1998) para o levantamento das simplificações e, posteriormente, aplicado o programa de intervenção por pares mínimos. RESULTADOS: observou-se generalização dos fonemas e processos fonológicos não treinados durante o tratamento. CONCLUSÃO: os resultados indicam que o tratamento deve começar por aqueles processos que afetam um maior número de fonemas e que apresentam maior dificuldade em sua produção.

La intervención y el apoyo en el lenguaje en contextos inclusivos / Languaje intervention and support in inclusive context

EI presente trabajo tiene por objetivo presentar las bases para la intervención y el apoyo en el lenguaje en contextos inclusivos. Se hace hincapié en la necesidad de manejar adecuadamente determinados patrones de interacción así como la exigencia de focalizar la intervención teniendo en cuenta el currículo escolar. El apoyo fonoaudiológico debe estar cimentado en estrategias como el andamiaje, el modelado interactivo, el uso de scripts o la modificación de rutinas. Junto a ello es preciso fomentar y apoyar las actividades alrededor de los distintos grupos sociales que conviven dentro del aula; para tal fin se sugiere el uso del apoyo por pares y las estructuras de aprendizaje cooperativas.

The aim of this paper is to show the premises of language intervention and support in inclusive contexts. It is emphasized that children learning in the classroom is largely dependent on teacher-child interaction and curriculum adaptations for children with language-learning disorders. It is also described the procedures to teach language skills in inclusive classrooms: scaffolding, interactive modeling, routines and script training. Interventions to encourage peer interactions may be peer support strategies and cooperative learning.