Estudio de caso de una niña de 4 años 3 meses con dificultades en los componentes léxico semántico y morfosintáctico del lenguaje
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2022-06-23
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Pontificia Universidad Católica del Perú
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El lenguaje es una facultad propia del ser humano capaz de expresar sentimientos y pensamientos por medio
de la palabra o signos lingüísticos; sin embargo, en la actualidad, se observa que muchos niños presentan
dificultades en la comprensión y en la expresión verbal las cuales no son propias del desarrollo evolutivo y no
les permiten comprender y comunicarse en los diversos contextos que lo rodean. El objetivo del presente
estudio de caso es diseñar un plan de valoración e intervención de acuerdo al desarrollo evolutivo del lenguaje
de una niña de 4 años y 3 meses con dificultades en los componentes léxico semántico y morfosintáctico. Se
sigue el modelo de intervención híbrido, centrado en los objetivos específicos de la niña y la especialista,
propone sesiones basadas en actividades lúdicas, dirigidas y la manipulación de materiales en concreto para
estimular las conductas lingüísticas de manera espontánea. Los resultados evidencian un incremento del
vocabulario comprensivo y expresivo en las categorías semánticas trabajadas y avances en la comprensión
de los encabezadores ¿De quién? y ¿Con qué? Asimismo, se logra la identificación de oraciones bajo la
estructura: “sujeto - verbo - objeto”; sin embargo, requiere apoyo en la verbalización espontánea de estas
oraciones en situaciones lúdicas y vivenciales. Se concluye que el plan de intervención permite a la niña
mejorar en sus habilidades lingüísticas y de ese modo, interactuar en los contextos familiar y escolar de manera
adecuada.
Language is a faculty of the human being capable of expressing feelings and thoughts through words or linguistic signs; however, currently, it is observed that many children have difficulties in understanding and verbal expression which are not typical of evolutionary development and do not allow them to understand and communicate in the various contexts that surround them. The objective of this case study is to design an assessment and intervention plan according to the evolutionary development of the language of a 4 years and 3 months old girl with difficulties in the semantic and morphosyntactic lexical components. The hybrid intervention model is followed, focused on the specific objectives of the girl and the specialist, who proposes sessions based on playful, directed activities and the manipulation of specific materials to stimulate linguistic behavior spontaneously. The results show an increase in the comprehensive and expressive vocabulary in the semantic categories worked on and advances in the understanding of the headings namely whose? and with what? Likewise, the identification of sentences under the structure: "subject - verb - object"; however, it requires support in the spontaneous verbalization of these sentences in playful and experiential situations. It is concluded that the intervention plan allows the girl to improve her linguistic skills and, in this way, interact in the family and school contexts in an adequate manner.
Language is a faculty of the human being capable of expressing feelings and thoughts through words or linguistic signs; however, currently, it is observed that many children have difficulties in understanding and verbal expression which are not typical of evolutionary development and do not allow them to understand and communicate in the various contexts that surround them. The objective of this case study is to design an assessment and intervention plan according to the evolutionary development of the language of a 4 years and 3 months old girl with difficulties in the semantic and morphosyntactic lexical components. The hybrid intervention model is followed, focused on the specific objectives of the girl and the specialist, who proposes sessions based on playful, directed activities and the manipulation of specific materials to stimulate linguistic behavior spontaneously. The results show an increase in the comprehensive and expressive vocabulary in the semantic categories worked on and advances in the understanding of the headings namely whose? and with what? Likewise, the identification of sentences under the structure: "subject - verb - object"; however, it requires support in the spontaneous verbalization of these sentences in playful and experiential situations. It is concluded that the intervention plan allows the girl to improve her linguistic skills and, in this way, interact in the family and school contexts in an adequate manner.
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Niños--Lenguaje, Vocabulario, Trastornos del aprendizaje en niños (Educación)--Tratamiento