Universidad de La Laguna.
Psicothema. 2020 Nov;32(4):541-548. doi: 10.7334/psicothema2020.160.
The main objective of this research has been to verify the effectiveness of an intervention program on syntactic skills of pupils with typical development and with developmental language disorder.
A total of 99 five-year-old pupils from schools of Tenerife (Spain) participated. The CELF-4 Recalling Sentences, Formulated Sentences, and Sentence Structure subtests were used. The intervention program consisted of 40 sessions implemented by teachers and speech language therapists. Three levels of practice were organized: in the ordinary classroom (large group and small group) and in the support classroom.
Pupils diagnosed with developmental language disorder initially performed worse on syntax than those with typical development. In addition, the goodness of an intervention program was verified especially for Recalling sentences, and, to a lesser extent, for Sentences Structure, which improves in the experimental group with typical development as well as in the control and experimental groups with language development disorder.
A collaborative and inclusive intervention program that uses implicit techniques favors the improvement of certain aspects of the syntactic processing of pupils with developmental language disorder.
本研究的主要目的是验证干预计划对具有典型发展和语言发育障碍的小学生句法技能的有效性。
共有 99 名来自特内里费（西班牙）学校的 5 岁儿童参与了这项研究。使用了 CELF-4 回忆句子、制定句子和句子结构子测试。干预计划由教师和语言治疗师实施，共 40 个课时。组织了三个级别的练习：普通教室（大组和小组）和支持教室。
最初，被诊断为语言发育障碍的小学生在句法方面的表现比具有典型发展的小学生差。此外，还验证了干预计划的有效性，特别是对回忆句子，以及对句子结构的有效性，在具有典型发展的实验组以及具有语言发育障碍的对照组和实验组中都有一定程度的提高。
一种使用内隐技术的协作和包容的干预计划有利于提高语言发育障碍儿童句法处理的某些方面。
