Procesamiento sensorial de niños desde 4 a 5 años 11 meses con trastorno específico del lenguaje y niños con un desarrollo típico del lenguaje, de la Escuela de Lenguaje San Clemente, en la Región del Maule, durante el segundo semestre de 2016
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Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Antecedentes: Actualmente las habilidades más estudiadas en el TEL son las lingüísticas dejando de lado la evaluación del procesamiento sensorial, esto debido a que no está descrito que los niños con TEL presenten más probabilidades de tener un trastorno del procesamiento sensorial que un niño con desarrollo típico.
Objetivo: Determinar las diferencias en los resultados de la Escala de Procesamiento Sensorial entre los niños con Trastorno especifico del lenguaje y con un desarrollo típico del lenguaje de 4 a 5 años 11 meses de la Escuela de Lenguaje San Clemente, en la Región del Maule.
Material y Método: Se estudiaron 60 sujetos agrupados en niños con TEL y Sin TEL, durante el segundo semestre del año 2016. Mediante un enfoque cuantitativo con un diseño transversal no experimental, se utilizó un estudio comparativo en base al rendimiento en la Escala de Procesamiento Sensorial de Johnson-Ecker, Parham.
Resultados: Los canales sensoriales que presentan diferencias significativas son: el sistema auditivo, propioceptivo, táctil, visual y gustativo. Además un 63% de la muestra de niños con TEL se encuentran por debajo del puntaje de corte de la prueba a diferencia de los niños con Desarrollo Típico en donde solo un 30% de la muestra estaría por debajo del puntaje de corte.
Conclusiones: Los niños con TEL presentan una alta probabilidad de tener un Trastorno del Procesamiento sensorial, considerando esta evidencia es que, es necesario seguir estudiando los trastornos que tienen relación con las alteraciones comunicativo-lingüísticas desde un enfoque integral y no netamente desde el aspecto lingüístico, sería relevante el poder proyectar sobre todo el trabajo en el ámbito educativo desde la perspectiva multidisciplinaria tanto desde el punto de vista del Fonoaudiólogo como del Terapeuta Ocupacional.
Background: currently the most study abilities of the Specific Language Disorder (SLD) are the lingüistic, leaving outside sensory process evaluation, this is because it is not described SLD children present more probabilities to have a disorder of senry process tan a child with common develpment. Objective: To determine the differences in the result of the Sensoy Process Escale between SLD children with a typical development of the language from 4 to 5 years and 11 months of San Clemente lenguaje School in Maule region. Material and methodology: 60 subjects were studied in groups of SLD children and children with no SLD, during second semester of 2016. Through quantitative approach with no experimental transversal design, a comparative study was used in base of the permormance in the Sensory Process Scale on Johnson-Ecker Parham. Results: Sensory channels that present significant differences are: Auditory system, propioceptive, tactile, visual and gustatory. Besides a 63% of the simple of SLD children are below of the limit score of the difference test with the children with common development from which only 30% of the simple would be under of the limit score. Conclusions: SLD children show a high probability of having a Sensory Process disorder, considering in this evidence is that is necessary to keep on studying disorders related communicative-language disturbances from an integral approach and not only from language aspect, it would be relevant to show most of all the work in educational field from the multidisciplinary perspective such as speech therapist as occupational therapist.
Background: currently the most study abilities of the Specific Language Disorder (SLD) are the lingüistic, leaving outside sensory process evaluation, this is because it is not described SLD children present more probabilities to have a disorder of senry process tan a child with common develpment. Objective: To determine the differences in the result of the Sensoy Process Escale between SLD children with a typical development of the language from 4 to 5 years and 11 months of San Clemente lenguaje School in Maule region. Material and methodology: 60 subjects were studied in groups of SLD children and children with no SLD, during second semester of 2016. Through quantitative approach with no experimental transversal design, a comparative study was used in base of the permormance in the Sensory Process Scale on Johnson-Ecker Parham. Results: Sensory channels that present significant differences are: Auditory system, propioceptive, tactile, visual and gustatory. Besides a 63% of the simple of SLD children are below of the limit score of the difference test with the children with common development from which only 30% of the simple would be under of the limit score. Conclusions: SLD children show a high probability of having a Sensory Process disorder, considering in this evidence is that is necessary to keep on studying disorders related communicative-language disturbances from an integral approach and not only from language aspect, it would be relevant to show most of all the work in educational field from the multidisciplinary perspective such as speech therapist as occupational therapist.
Notas
Tesis (Magíster en Neurorehabilitación)
Palabras clave
Niños, Lenguaje, Región del Maule, Chile