Intervención en Trastorno del Desarrollo del Lenguaje (TDL): una revisión sistemática (2000-2020)
This paper presents the results of a systematic review of the scientific production about the DLD intervention (formerly know as Specific Language Impairment, SLI) from the period 2000-2020. Thirty– one publications are located in the DIALNET and EBSCO databases, which meet the following selection c...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/19657 |
| Acceso en línea: | http://hdl.handle.net/10256/19657 |
| Access Level: | acceso abierto |
| Palabra clave: | Trastorns de la parla Speech disorders Trastorns del llenguatge Language disorders |
| Sumario: | This paper presents the results of a systematic review of the scientific production about the DLD intervention (formerly know as Specific Language Impairment, SLI) from the period 2000-2020. Thirty– one publications are located in the DIALNET and EBSCO databases, which meet the following selection criteria: publication year, language (English and Spanish), peer-review and interventions in population with DLD or SLI. The following dimensions were analyzed among others: intervention objectives, strategies, collaboration, results and declared limitations. The main findings refer to the irruption of the concept of Developmental Language Disorder (DLD) in recent years, preference for experimental and quasiexperimental designs, positive results that coexist with modest gains in most of the studies analyzed. The main limitations are the absence of a control group and differentiation of effects. The conclusions point to the need for more interventions based on an interactive-collaborative approach, expand the coverage of objectives towards the learning and cognitive needs derived from DLD and consider within-subject designs, with observation of medium and long-term effects that includes youth and adults |
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