[Language disorders in the light of K-ABC].

OBJECTIVE

Problems of terminology have hampered the study of dysfunctional school age children, and a confusing array of labels has been applied to them. This is the case for speech and language disorders. The challenge to the pediatrician is to arrive at an integrated diagnosis that will lead to useful strategies for intervention.

PATIENTS AND METHODS

The K-ABC test, as a new instrument in the light of a new conception of intelligence, has been used as a tool for assessing language disorders in a sample of 261 preschool children aged 3 to 6 years. The results were analyzed by the Chi-square test and the stratified Chi-square test of Mantel-Haenzel as a discriminator between two variables.

RESULTS

Bilingualism, father's and mother's educational level and jobs, as sociocultural and/or socioeconomic factors, emerged as statistically significant.

CONCLUSIONS

The main conclusions refer to the ability to discriminate between learning and language disabilities and the relationship between language disorders and the bilingual condition or sociocultural markers, such as profession and academic achievement, of the parents. This article highlights the value of pediatrician-psychologist collaborations.