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La situación del trastorno específico del lenguaje en los países hispanohablantes ; The status of Specific Language Impairment in Spanish-speaking countries
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children (Basel) (2021)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Descripción del cambio del TEL al TDL en contexto angloparlante
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Abstract:
El Trastorno Específico del Lenguaje (TEL) es un trastorno del neurodesarrollo que afecta aproximadamente a un 7% de la población y que compromete a la expresión y/o comprensión del lenguaje oral. Sin embargo, es un trastorno muy desconocido para la población general. Uno de los factores que lo explican es la gran dispersión terminológica que diferentes profesionales y manuales de diagnóstico han utilizado para designarlo. Ante el gran desconocimiento del trastorno y la confusión generada a nivel profesional respecto a la nomenclatura y los criterios diagnósticos Bishop et al. (2016, 2017) llevaron a cabo dos estudios a través del método Delphi en el que participaron diferentes investigadores, profesionales especializados en el TEL así como personas de asociaciones de familiares del ámbito angloparlante (consorcio CATALISE). Las principales conclusiones fueron la apuesta por el cambio terminológico hacia el Trastorno del Desarrollo del Lenguaje (TDL) así como unos criterios de diagnósticos que enfatizan en las dificultades funcionales que genera el trastorno y en su pronóstico. En el presente artículo se hace una revisión exhaustiva de todas las implicaciones que los resultados de estos estudios tienen en la conceptualización, la evaluación y la intervención del trastorno. En el ámbito hispanohablante es necesario que se lleve a cabo un trabajo de reflexión y consenso que acuerde la terminología y los criterios de diagnósticos para adaptarlos/ajustarlos al contexto sociocultural y lingüístico de todos los países de habla hispana ; Specific Language Impairment (SLI) is a neurodevelopmental disorder that affects around 7% of the population and that compromises the expression and/or understanding of oral language. However, it is a very unknown disorder for the general population. One of the factors that explain it is the great terminological dispersion that different professionals and diagnostic manuals have used to designate it. Given the great ignorance of the disorder and to reach an agreement regarding the nomenclature and diagnostic criteria Bishop et al. (2016, 2017) carried out two studies using the Delphi method in which different researchers, professionals that works with children with SLI as well as people from associations of relatives in the English-speaking countries (CATALISE consortium) participated. The main conclusions were the commitment to the terminological change towards the Developmental Language Disorder (DLD) as well as some diagnostic criteria that emphasize the functional difficulties that the disorder generates and its prognosis. This article makes an exhaustive review of all the implications that the results of these studies have on the conceptualization, evaluation, and intervention of the disorder. In the Spanish-speaking community, it is necessary to carry out a work of reflection and consensus that agrees on the nomenclature and diagnostic criteria to adapt/adjust them to the sociocultural and linguistic context of all the Spanish-speaking countries
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Keyword:
Developmental Language Disorder; DLD; Logopedia; SLI; Specific Language Impairment; TDL; TEL; Trastorno del Desarrollo del Lenguaje; Trastorno Específico del Lenguaje
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URL: http://hdl.handle.net/10578/29370
https://doi.org/10.5209/rlog.70857
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children
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In: Children (Basel) (2021)
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in Catalan-Spanish and European Portuguese speaking children
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children
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Statistical word learning in Catalan-Spanish and English-speaking children with and without developmental language disorder
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in catalan-spanish and european portuguese speaking children
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Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
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Language comprehension in children with Specific Language Impairment: an Eye-Tracking study
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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Language comprehension in children with Specific Language Impairment: an Eye-Tracking study
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Les dificultats en la memòria procedimental en nens amb trastorn específic del llenguatge oral
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Auditory word recognition of verbs: Effects of verb argument structure on referent identification
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Children with SLI can exhibit reduced attention to a talker's mouth
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Do children with SLI use verbs to predict arguments and adjuncts: evidence from eye movements during listening
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Do children with SLI use verbs to predict arguments and adjuncts: evidence from eye movements during listening
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Argument Structure and the Representation of Abstract Semantics
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