Factores individuales y familiares en el Trastorno del Desarrollo del Lenguaje (TDL)

• Auza, Alejandra ^[1] ; Peñaloza Castillo, Christian ^[2]
  1. [1] Hospital General Dr. Manuel Gea Gonzalez

     Hospital General Dr. Manuel Gea Gonzalez

     México

     
  2. [2] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
• Localización: Iztapalapa: Revista de Ciencias Sociales y Humanidades, ISSN-e 2007-9176, ISSN 0185-4259, Nº. 86, 2019 (Ejemplar dedicado a: Lenguaje y Cultura / Language and Culture / coord. por Irma Munguía Zatarain), págs. 41-66
• Idioma: español
• DOI: 10.28928/ri/862019/atc2/auzaa/penalozacastilloc
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    El objetivo de este estudio fue analizar la relación que existe entre diversos factores individuales y del contexto familiar con la detección inicial del Trastorno Específico del Lenguaje (TEL/TDL). Participaron 636 niños y sus familias, todas monolingües y hablantes del español como lengua materna. Se les aplicó un cuestionario que recoge información sobre la historia de vida del niño, la interacción con la familia, el uso del lenguaje en casa y la preocupación por el desarrollo lingüístico. También se utilizó una prueba de tamiz para detectar el riesgo de tener TEL/TDL. Los resultados mostraron que ocho variables diferenciaban estadísticamente a los niños con y sin TEL/TDL. Mediante un modelo logístico se identificaron tres factores altamente asociados con la condición de lenguaje: el sexo, el tiempo en el preescolar y los años de escolarización materna. Frente a la necesidad y el desafío de identificar tempranamente a niños con un TEL/TDL, estos factores pueden permitir focalizar la búsqueda en poblaciones infantiles con una mayor probabilidad de presentar el trastorno.

  • English

    The aim of this study was to analyze the relationship between different individual factors and the family context with the identification of Developmental Language Disorder (SLI/DLD). A total of 636 children and their families participated in this study. All of them were monolingual and spoke Spanish as their first language. They were given a questionnaire that collects information about the child’s life history, interaction with the family, use of language at home and concern about language development. A screening test was also applied to detect the risk of having SLI/DLD. The results showed that eight variables statistically differentiated children with and without SLI/DLD. Using a logistic model it was identified that three factors are highly associated with the language condition: sex, time spent in preschool and years of maternal schooling. Faced with the need and the challenge of early identifying children with SLI/DLD, these factors can allow us to focus on a younger population who might have a higher risk of presenting the disorder.

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