ABSTRACT
El presente estudio analizó la utilización de la formación parental y la intervención del lenguaje narrativo realizada por los padres, para incrementar la comprensión y la producción del lenguaje narrativo en niños con discapacidad intelectual. Catorce niños con discapacidad intelectual, y sus padres, tomaron parte en el estudio. Los padres participaron en un taller en vivo para aprender los métodos de intervención del lenguaje narrativo, y recibieron un paquete de materiales y dos libros preseleccionados. Tras la sesión, completaron la formación en casa con sus hijos durante un periodo de ocho semanas. A los niños se les realizaron pruebas previas y finales, sobre técnicas del lenguaje narrativo. Durante el estudio, los padres enviaron un informe semanal al investigador principal, y completaron una encuesta a la conclusión de la intervención. Los padres reportaron resultados positivos en cuanto a mejora del conocimiento sobre técnicas del lenguaje narrativo, y fueron capaces de incorporar los materiales suministrados y las técnicas aprendidas para incrementar la comprensión y la producción de lenguaje por parte de sus hijos (AU)
The present study investigated the use of parent training and parent-delivered narrative language intervention to increase narrative language comprehension and production in children with intellectual disability. Fourteen children with intellectual disability and their parents took part in the study. Parents participated in a live workshop to learn the methods for narrative language intervention and were provided with a packet of materials and two preselected books. After the session, they completed the training at home with their children over a period of 8 weeks. Children were pre tested and post tested for narrative language skills. Parents reported to the primary investigator weekly during the study and completed a survey following the conclusion of the intervention. Parents reported positive outcomes in that they gained knowledge of narrative language skills and were able to incorporate the materials provided and techniques learned to increase their childs language comprehension and production (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Language Tests/standards , Language Therapy/methods , Language Therapy/psychology , Intellectual Disability/diagnosis , Intellectual Disability/therapy , Education of Intellectually Disabled/methods , Down Syndrome/complications , Down Syndrome/diagnosis , Intellectual Disability/psychology , Intellectual Disability/rehabilitation , Parents/education , Parents/psychologyABSTRACT
This article describes the characteristics of language disorders that occur with learning disabilities. In this context, formal and naturalistic language, including specific standardized test batteries and curriculum-based language assessment, portfolio assessment, and others, are discussed. In addition, service delivery models and interventions that focus on the enhancement of semantic, syntactic, and pragmatic development are presented. Finally, future directions for research in the area of learning disabilities and secondary language disorders are suggested. Intervention strategies, including supportive scaffolding, whole language, and collaborative consultation, are reviewed; and implications for language assessment, intervention, and future research are discussed.
