Eficacia de la intervención lingüística en adolescentes con síndrome de Down
Resumen El síndrome de Down (SD) es considerado la discapacidad intelectual más conocida y frecuente. El desarrollo cognitivo se produce, normalmente, de manera similar a la secuencia producida en el desarrollo típico; mientras que el desarrollo lingüístico presenta retraso respecto al mismo. Sin embargo, cabe esperar que el desarrollo del lenguaje se beneficie de la intervención logopédica durante la adolescencia y la etapa adulta. El objetivo del presente estudio es conocer si existen mejoras en las áreas del lenguaje oral con una intervención no sistematizada tras el paso del tiempo (5 años) en áreas concretas del lenguaje: morfosintaxis, semántica y pragmática. Se ha realizado un estudio longitudinal con dos momentos temporales (2012/2017). La muestra estuvo compuesta por 12 de los sujetos con SD, con edades entre los 13 y los 21 años. Para la evaluación de las áreas del lenguaje se usó la prueba estandarizada Batería del Lenguaje Objetiva y Criterial (BLOC-C), en sesiones individuales. Los resultados obtenidos muestran que no existen diferencias lingüísticas significativas tras cinco años de intervención lingüística realizada por logopedas en ninguna de las áreas evaluadas. Teniendo en cuenta los datos obtenidos, es necesario diseñar programas de intervención sistematizados y basados en la evidencia científica que mejoren las características lingüísticas de adolescentes con SD, además de reflexionar sobre las intervenciones que se llevan a cabo actualmente.
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Abbeduto, L., Murphy, M. M., Cawthon, S. W., Richmond, E. K., Weissman, M. D., Karadottir, S. y O’brien, A. (2003). Receptive language skills of adolescents and young adults with Down or fragile X syndrome. American Journal on Mental Retardation, 108 (3), 149-160.
Abbeduto, L., Murphy, M. M., Kover, S. T., Giles, N. D., Karadottir, S., Amman, A. ... y Nollin, K. A. (2008). Signaling noncomprehension of language: A comparison of fragile X syndrome and Down syndrome. American Journal on Mental Retardation, 113 (3), 214-230.
Abbeduto, L., Warren, S. F. y Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Developmental Disabilities Research Reviews, 13 (3), 247-261.
American Association on Mental Retardation (2002). Mental retardation. Definition, classification and systems of supports (10th ed.). Washington: AAMR.
Beeghly, M. y Cicchetti, D. (1986). Early language development in children with Down Syndrome: A longitudinal study. Comunicación presentada en XI Anual Boston University Conference on Language Development, Boston.
Beeghly, M., Weiss-Perry, B. y Cicchetti, D. (1990). Beyond sensoriomotor functioning: early communicative and play development of children with Down syndrome. En D. Cicchetti y M. Beeghly (Eds.), Children with Down Syndrome: A Developmental Perspective (pp. 329-368). Cambridge: Cambridge University Press.
Berglund, E. y Eriksson, M. (2000). Communicative Development in Swedish Children 16-28 months old: The Swedish Early Communicative Development Inventory-Words and Sentences. Scandinavian Journal of Psychology, 41, 133-144.
Bertapelli, F., Pitetti, K., Agiovlasitis, S. y Guerra-Junior, G. (2016). Overweight and obesity in children and adolescents with Down syndrome-prevalence, determinants, consequences, and interventions: A literature review. Research in Developmental Disabilities, 57, 181-192.
Braden, J. P. y Hanna, J. M. (1998). Assessment of hearing-impaired and deal children, with the WISC-III. En A. Prifitera y D. H. Saklofske (Eds.), WISC-III clinical use and interpretation: Scientist-practitioner perspectives (pp. 175-201). San Diego: Academic Press.
Buckley, S. (1993). Language development in children with Down syndrome-Reasons for optimism. Down Syndrome Research and Practice, 1 (1), 3-9.
Canivez, G. L. y Walkins, M. W. (1998). Long term stability of the Weschler Intelligence for children, among students with disabilities. Third edition. School Psychology Review, 30 (2), 438-453.
Channell, M. M., McDuffie, A. S., Bullard, L. M. y Abbeduto, L. (2015). Narrative language competence in children and adolescents with Down syndrome. Frontiers in Behavioral Neuroscience, 9, 283.
Chapman, R. (2006). Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin. Down Syndrome Research and Practice, 10 (2), 61-66.
Chapman, R. S. (1997). Language development in children and adolescents with Down syndrome. Developmental Disabilities Research Reviews, 3 (4), 307-312.
Chapman, R. S. y Hesketh, L. J. (2000). Behavioral phenotype of individuals with Down syndrome. Developmental Disabilities Research Reviews, 6 (2), 84-95.
Chapman, R. S., Hesketh, L. J. y Kistler, D. J. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech Language and Hearing Research, 45 (5), 902-915.
Chapman, R. S., Schwartz, S. E. y Bird, E. K. R. (1991). Language Skills of Children and Adolescents With Down Syndrome I. Comprehension. Journal of Speech, language and hearing research, 34 (5), 1106-1120.
Cossu, G., Rossini, F. y Marshall, J. C. (1993). When reading is acquired but phonemic awareness is not: A study of literacy in Down’s syndrome. Cognition, 46 (2), 129-138.
Fowler, A. (1990). Language abilities in children with Down syndrome: Evidence for a specific syntactic delay. En D. Cicchetti y M. Beeghly (Eds.), Children with Down syndrome: A Developmental Perspective (pp. 302-328). Cambridge: Cambridge University Press.
Galeote, M., Soto, P., Checa, E., Gómez, A. y Lamela, E. (2008). The acquisition of productive vocabulary in Spanish children with Down syndrome. Journal of Intellectual and Developmental Disability, 33 (4), 292-302.
Galeote, M., Soto, P., Sebastián, E., Rey, R. y Checa, E. (2014). La adquisición del vocabulario en niños con síndrome de Down: datos normativos y tendencias de desarrollo. Infancia y Aprendizaje, 35 (1), 111-122.
Hishinuma, E. S. (1998). Issues Related to WAIS-R Testing Modifications for Individuals with Learning Disabilities or Attention-Deficit/Hyperactivity Disorder. Learning Disability Quarterly, 21 (3), 228-240.
Kay-Raining Bird, E., Gaskell, A., Dallaire Babineau, M. y MacDonald, S. (2000). Novel word acquisition in children with Down Syndrome: Does modality make a difference? Journal of Communication Disorders, 33, 241-266.
Kumin, L. (2002). Inteligibilidad del habla en las personas con síndrome de Down: Un marco para señalar factores específicos útiles en la evaluación y tratamiento. Revista Síndrome de Down, 19 (1), 14-23.
Laws, G. y Bishop, D. V. (2003). A comparison of language abilities in adolescents with Down syndrome and children with specific language impairment. Journal of Speech Language and Hearing Research, 46 (6), 1324-1339.
Laws, G. y Bishop, D. V. (2004). Verbal deficits in Down’s syndrome and specific language impairment: a comparison. International Journal of Language and Communication Disorders, 39 (4), 423-451.
Lázaro, M., Garayzábal, E. y Moraleda, E. (2013). Differences on morphological and phonological processing between typically developing children and children with Down syndrome. Research in Developmental Disabilities, 34 (7), 2065-2074.
Leddy, M. y Gill, G. (1999). Enhancing the speech and language skills of adults with Down Syndrome. En J. Miller, M. Leddy y L. Leavitt (Eds.), Improving communication of people with Down syndrome (pp. 205-213). Baltimore: Brookes.
Lenneberg, E. (1967). Biological foundation of language. New York: Wiley.
Martin, G. E., Klusek, J., Estigarribia, B. y Roberts, J. E. (2009). Language characteristics of individuals with Down syndrome. Topics in Language Disorders, 29 (2), 112.
Miller, J. (1992). Development of speech and language in children with Down syndrome. En I. T. Lott y E. E. McCoy (Eds.), Down Syndrome: Advances in Medical Care (pp. 39-50). Chichester: Wiley.
Miller, J., Leddy, M. y Leavitt, L. (2001). Síndrome de Down: comunicación, lenguaje, habla. Barcelona: Masson y Fundación Síndrome de Down de Cantabria.
Moraleda, E. (2011). Análisis del desarrollo morfosintáctico en personas con Síndrome de Down en el periodo infantil y adolescente. Revista de Investigación en Logopedia, 1 (2), 121-129.
Moraleda, E., Lázaro, M. y Garayzábal Heinze, E. (2013). Can individuals with Down syndrome improve their grammar? International Journal of Language & Communication Disorders, 48 (3), 343-349.
Moreno, E. y Díaz, F. (2014). Evaluación del componente pragmático en Síndrome de Down a través del Protocolo Rápido de Evaluación Pragmática. Revista de Investigación en Logopedia, 4 (1), 1-27.
Oliver, B. y Buckley, S. (1994). The language development of children with Down syndrome: First words to two-word phrases. Down Syndrome Research and Practice, 2 (2), 71-75.
Pelatti, C. (2015). Enhancing oral and written language for adolescents and young adults with Down syndrome. Seminars in Speech and Language, 36 (1), 50-59.
Puyuelo, M., Renom, J., Solanas, A. y Wiig, E. (2007). Batería del lenguaje objetiva y criterial. BLOC. Barcelona: Masson.
Roberts, J., Price, J. y Malkin, C. (2007). Language and Communication Development in Down Syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13, 26-35.
Rondal, J. y Buckley, F. (2003). Speech and language intervention in Down syndrome. London: Whurr.
Rosenberg, S. y Abbeduto, L. (1993). Language and Communication in Mental Retardation: Development, process, and intervention. Hillsdale: Lawrence Erlbaum Associates.
Santos, E. y Bajo, C. (2011). Alteraciones del lenguaje en pacientes afectos de síndrome de Down. Revista ORL, (2), 9.
Singer-Harris, N. G., Bellugi, U., Bates, E., Jones, W. y Rossen, M. L. (1997). Contrasting profiles of language development in children with Williams and Down syndromes. Developmental Neuropsychology, 13 (3), 345-370.
Thordardottir, E. N., Chapman, R. S. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 23 (2), 163.
Vicari, S., Caselli, M. C. y Tonucci, F. (2000). Asynchrony of lexical and morphosyntactic development in children with Down syndrome. Neuropsychologia, 38 (5), 634-644.
Wechsler, D. (2003). WISC-IV: Technical and interpretive manual. San Antonio: The Psychological Corporation.
Abbeduto, L., Murphy, M. M., Kover, S. T., Giles, N. D., Karadottir, S., Amman, A. ... y Nollin, K. A. (2008). Signaling noncomprehension of language: A comparison of fragile X syndrome and Down syndrome. American Journal on Mental Retardation, 113 (3), 214-230.
Abbeduto, L., Warren, S. F. y Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Developmental Disabilities Research Reviews, 13 (3), 247-261.
American Association on Mental Retardation (2002). Mental retardation. Definition, classification and systems of supports (10th ed.). Washington: AAMR.
Beeghly, M. y Cicchetti, D. (1986). Early language development in children with Down Syndrome: A longitudinal study. Comunicación presentada en XI Anual Boston University Conference on Language Development, Boston.
Beeghly, M., Weiss-Perry, B. y Cicchetti, D. (1990). Beyond sensoriomotor functioning: early communicative and play development of children with Down syndrome. En D. Cicchetti y M. Beeghly (Eds.), Children with Down Syndrome: A Developmental Perspective (pp. 329-368). Cambridge: Cambridge University Press.
Berglund, E. y Eriksson, M. (2000). Communicative Development in Swedish Children 16-28 months old: The Swedish Early Communicative Development Inventory-Words and Sentences. Scandinavian Journal of Psychology, 41, 133-144.
Bertapelli, F., Pitetti, K., Agiovlasitis, S. y Guerra-Junior, G. (2016). Overweight and obesity in children and adolescents with Down syndrome-prevalence, determinants, consequences, and interventions: A literature review. Research in Developmental Disabilities, 57, 181-192.
Braden, J. P. y Hanna, J. M. (1998). Assessment of hearing-impaired and deal children, with the WISC-III. En A. Prifitera y D. H. Saklofske (Eds.), WISC-III clinical use and interpretation: Scientist-practitioner perspectives (pp. 175-201). San Diego: Academic Press.
Buckley, S. (1993). Language development in children with Down syndrome-Reasons for optimism. Down Syndrome Research and Practice, 1 (1), 3-9.
Canivez, G. L. y Walkins, M. W. (1998). Long term stability of the Weschler Intelligence for children, among students with disabilities. Third edition. School Psychology Review, 30 (2), 438-453.
Channell, M. M., McDuffie, A. S., Bullard, L. M. y Abbeduto, L. (2015). Narrative language competence in children and adolescents with Down syndrome. Frontiers in Behavioral Neuroscience, 9, 283.
Chapman, R. (2006). Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin. Down Syndrome Research and Practice, 10 (2), 61-66.
Chapman, R. S. (1997). Language development in children and adolescents with Down syndrome. Developmental Disabilities Research Reviews, 3 (4), 307-312.
Chapman, R. S. y Hesketh, L. J. (2000). Behavioral phenotype of individuals with Down syndrome. Developmental Disabilities Research Reviews, 6 (2), 84-95.
Chapman, R. S., Hesketh, L. J. y Kistler, D. J. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech Language and Hearing Research, 45 (5), 902-915.
Chapman, R. S., Schwartz, S. E. y Bird, E. K. R. (1991). Language Skills of Children and Adolescents With Down Syndrome I. Comprehension. Journal of Speech, language and hearing research, 34 (5), 1106-1120.
Cossu, G., Rossini, F. y Marshall, J. C. (1993). When reading is acquired but phonemic awareness is not: A study of literacy in Down’s syndrome. Cognition, 46 (2), 129-138.
Fowler, A. (1990). Language abilities in children with Down syndrome: Evidence for a specific syntactic delay. En D. Cicchetti y M. Beeghly (Eds.), Children with Down syndrome: A Developmental Perspective (pp. 302-328). Cambridge: Cambridge University Press.
Galeote, M., Soto, P., Checa, E., Gómez, A. y Lamela, E. (2008). The acquisition of productive vocabulary in Spanish children with Down syndrome. Journal of Intellectual and Developmental Disability, 33 (4), 292-302.
Galeote, M., Soto, P., Sebastián, E., Rey, R. y Checa, E. (2014). La adquisición del vocabulario en niños con síndrome de Down: datos normativos y tendencias de desarrollo. Infancia y Aprendizaje, 35 (1), 111-122.
Hishinuma, E. S. (1998). Issues Related to WAIS-R Testing Modifications for Individuals with Learning Disabilities or Attention-Deficit/Hyperactivity Disorder. Learning Disability Quarterly, 21 (3), 228-240.
Kay-Raining Bird, E., Gaskell, A., Dallaire Babineau, M. y MacDonald, S. (2000). Novel word acquisition in children with Down Syndrome: Does modality make a difference? Journal of Communication Disorders, 33, 241-266.
Kumin, L. (2002). Inteligibilidad del habla en las personas con síndrome de Down: Un marco para señalar factores específicos útiles en la evaluación y tratamiento. Revista Síndrome de Down, 19 (1), 14-23.
Laws, G. y Bishop, D. V. (2003). A comparison of language abilities in adolescents with Down syndrome and children with specific language impairment. Journal of Speech Language and Hearing Research, 46 (6), 1324-1339.
Laws, G. y Bishop, D. V. (2004). Verbal deficits in Down’s syndrome and specific language impairment: a comparison. International Journal of Language and Communication Disorders, 39 (4), 423-451.
Lázaro, M., Garayzábal, E. y Moraleda, E. (2013). Differences on morphological and phonological processing between typically developing children and children with Down syndrome. Research in Developmental Disabilities, 34 (7), 2065-2074.
Leddy, M. y Gill, G. (1999). Enhancing the speech and language skills of adults with Down Syndrome. En J. Miller, M. Leddy y L. Leavitt (Eds.), Improving communication of people with Down syndrome (pp. 205-213). Baltimore: Brookes.
Lenneberg, E. (1967). Biological foundation of language. New York: Wiley.
Martin, G. E., Klusek, J., Estigarribia, B. y Roberts, J. E. (2009). Language characteristics of individuals with Down syndrome. Topics in Language Disorders, 29 (2), 112.
Miller, J. (1992). Development of speech and language in children with Down syndrome. En I. T. Lott y E. E. McCoy (Eds.), Down Syndrome: Advances in Medical Care (pp. 39-50). Chichester: Wiley.
Miller, J., Leddy, M. y Leavitt, L. (2001). Síndrome de Down: comunicación, lenguaje, habla. Barcelona: Masson y Fundación Síndrome de Down de Cantabria.
Moraleda, E. (2011). Análisis del desarrollo morfosintáctico en personas con Síndrome de Down en el periodo infantil y adolescente. Revista de Investigación en Logopedia, 1 (2), 121-129.
Moraleda, E., Lázaro, M. y Garayzábal Heinze, E. (2013). Can individuals with Down syndrome improve their grammar? International Journal of Language & Communication Disorders, 48 (3), 343-349.
Moreno, E. y Díaz, F. (2014). Evaluación del componente pragmático en Síndrome de Down a través del Protocolo Rápido de Evaluación Pragmática. Revista de Investigación en Logopedia, 4 (1), 1-27.
Oliver, B. y Buckley, S. (1994). The language development of children with Down syndrome: First words to two-word phrases. Down Syndrome Research and Practice, 2 (2), 71-75.
Pelatti, C. (2015). Enhancing oral and written language for adolescents and young adults with Down syndrome. Seminars in Speech and Language, 36 (1), 50-59.
Puyuelo, M., Renom, J., Solanas, A. y Wiig, E. (2007). Batería del lenguaje objetiva y criterial. BLOC. Barcelona: Masson.
Roberts, J., Price, J. y Malkin, C. (2007). Language and Communication Development in Down Syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13, 26-35.
Rondal, J. y Buckley, F. (2003). Speech and language intervention in Down syndrome. London: Whurr.
Rosenberg, S. y Abbeduto, L. (1993). Language and Communication in Mental Retardation: Development, process, and intervention. Hillsdale: Lawrence Erlbaum Associates.
Santos, E. y Bajo, C. (2011). Alteraciones del lenguaje en pacientes afectos de síndrome de Down. Revista ORL, (2), 9.
Singer-Harris, N. G., Bellugi, U., Bates, E., Jones, W. y Rossen, M. L. (1997). Contrasting profiles of language development in children with Williams and Down syndromes. Developmental Neuropsychology, 13 (3), 345-370.
Thordardottir, E. N., Chapman, R. S. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 23 (2), 163.
Vicari, S., Caselli, M. C. y Tonucci, F. (2000). Asynchrony of lexical and morphosyntactic development in children with Down syndrome. Neuropsychologia, 38 (5), 634-644.
Wechsler, D. (2003). WISC-IV: Technical and interpretive manual. San Antonio: The Psychological Corporation.
Martín-urda Rodríguez, L., Carchenilla Martín, T., & Moraleda Sepúlveda, E. (2019). Eficacia de la intervención lingüística en adolescentes con síndrome de Down. Siglo Cero, 50(1), 43–52. https://doi.org/10.14201/scero20195014352
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