Protocolo de observación del lenguaje para maestros de educación infantil. Eficacia en la detección de dificultades semánticas y morfosintácticas

Fernández, Amparo Ygual; Mérida, José Francisco Cervera; Alba, Amanda Meliá de; Fortea, Inmaculada Baixauli

doi:10.33588/rn.52s01.2011001

Cited by 7 publications

(14 citation statements)

References 24 publications

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“…The results of the PLON-R test prove that it is a reliable tool for the detection of linguistic development levels in children. This is consistent with data reported by Ygual-Fern andez et al (2011), which revealed a significant correlation between the empirical observations of the teachers and the results of the test.…”

Section: Comparability With Other Studiessupporting

confidence: 93%

“…This is consistent with data reported by Ygual‐Fernández et al . (), which revealed a significant correlation between the empirical observations of the teachers and the results of the test.…”

Section: Discussionmentioning

confidence: 81%

“…Ygual‐Fernández et al . () highlighted the role that teachers of basic education play in the lives of students with language disorders; however, in our research, teachers lacked adequate tools and strategies to provide correct orientation to either students or parents/caregivers. This may be a common situation across many developing countries.…”

Section: Discussionmentioning

confidence: 85%

“…We therefore agree with Ygual‐Fernández et al . () in the imperative need to use a guide for the diagnosis of VCDs in elementary schools.…”

Section: Discussionmentioning

confidence: 99%

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Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico

Parada-Toro

Gómez-Quiroz

Treviño-Siller

2016

Health Soc Care Community

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The purpose of this study was to implement and test an educational intervention aimed at training parents/caregivers and teachers in strategies to support children with verbal communication disabilities (VCDs). We carried out a descriptive observational research conducted in two phases during 2013-2014: a mixed-method diagnosis and intervention development. We used convenience sampling to select the parents/caregivers and teachers of first-to-third graders with VCDs across four public elementary schools in a suburban community in central Mexico. Diagnosis was based on questionnaires conducted with parents/caregivers (n = 38) and teachers (n = 16). The instruments focused not only on the respondents' socioeconomic characteristics and general knowledge about VCDs but also included open questions (24/42) about their common practices and support for children with VCDs. The intervention was built on data collected through the questionnaires, and was designed according to the Integral Intervention Model framework based on the ecosystemic approach. Participants were parents/caregivers and teachers of children with VCDs. Main results showed that the participants were trained in various support techniques, they gained knowledge about VCDs and changed their perception of their own ability to help children with language impairments. As an important upshot of the intervention, communication and networking among parents/caregivers and teachers increased. The main strengths of this research reside in its solid theoretical foundation and the fact that intervention design was based on the specific needs of the target group. In as much as the public health problem of VCDs in Mexico has barely been studied and has received minimal official support, it is essential to engage additional social actors, stakeholders and decision-makers in the implementation of permanent actions. Our study emphasises the importance of recognising this form of health impairment as a social responsibility and not as an individual family problem.

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Section: Comparability With Other Studiessupporting

confidence: 93%

Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 85%

“…We therefore agree with Ygual‐Fernández et al . () in the imperative need to use a guide for the diagnosis of VCDs in elementary schools.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico

Parada-Toro

Gómez-Quiroz

Treviño-Siller

2016

Health Soc Care Community

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“…All of them used questionnaires focused on general or punctual aspects of linguistic processing as Gades inputs did [4]. Other works have also reported teacher difficulty in the detection of speech difficulties and a lack of sensibility for the differentiation of difficulties in the speech domain in every evolutionary moment [32].…”

Section: Discussionmentioning

confidence: 99%

Evaluating a Web-Based Clinical Decision Support System for Language Disorders Screening in a Nursery School

Ruiz

Duboy²,

Loriente³

et al. 2014

J Med Internet Res

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BackgroundEarly and effective identification of developmental disorders during childhood remains a critical task for the international community. The second highest prevalence of common developmental disorders in children are language delays, which are frequently the first symptoms of a possible disorder.ObjectiveThis paper evaluates a Web-based Clinical Decision Support System (CDSS) whose aim is to enhance the screening of language disorders at a nursery school. The common lack of early diagnosis of language disorders led us to deploy an easy-to-use CDSS in order to evaluate its accuracy in early detection of language pathologies. This CDSS can be used by pediatricians to support the screening of language disorders in primary care.MethodsThis paper details the evaluation results of the “Gades” CDSS at a nursery school with 146 children, 12 educators, and 1 language therapist. The methodology embraces two consecutive phases. The first stage involves the observation of each child’s language abilities, carried out by the educators, to facilitate the evaluation of language acquisition level performed by a language therapist. Next, the same language therapist evaluates the reliability of the observed results.ResultsThe Gades CDSS was integrated to provide the language therapist with the required clinical information. The validation process showed a global 83.6% (122/146) success rate in language evaluation and a 7% (7/94) rate of non-accepted system decisions within the range of children from 0 to 3 years old. The system helped language therapists to identify new children with potential disorders who required further evaluation. This process will revalidate the CDSS output and allow the enhancement of early detection of language disorders in children. The system does need minor refinement, since the therapists disagreed with some questions from the CDSS knowledge base (KB) and suggested adding a few questions about speech production and pragmatic abilities. The refinement of the KB will address these issues and include the requested improvements, with the support of the experts who took part in the original KB development.ConclusionsThis research demonstrated the benefit of a Web-based CDSS to monitor children’s neurodevelopment via the early detection of language delays at a nursery school. Current next steps focus on the design of a model that includes pseudo auto-learning capacity, supervised by experts.

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Guía para la evaluación del TEL: algunas consideraciones

Carballo

2012

Revista de Logopedia, Foniatría y Audiología

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Protocolo de observación del lenguaje para maestros de educación infantil. Eficacia en la detección de dificultades semánticas y morfosintácticas

Cited by 7 publications

References 24 publications

Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico

Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico

Evaluating a Web-Based Clinical Decision Support System for Language Disorders Screening in a Nursery School

Guía para la evaluación del TEL: algunas consideraciones

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