Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea\nlimbajului

Abstract

According to the literature, we are talking about a language delay when the child fails to reach the level of\nlanguage evolution, compared to his chronological age. In fact, we know that language development is\nclosely linked to cognitive development. Therefore, the structure of language is influenced by the degree of\ncognitive development. Knowing that the language delay may exists as a secondary pathology in most\nintellectual disabilities and can be recognized by the poverty of vocabulary, the inability to express\nthemselves correctly in sentences or phrases, being reached phonetic, lexical and grammatical aspects, I\nwanted to surprise in this study the features of language development in young children oriented towards\nour school by proposing a complex, multidimensional approach to early assessment of language skills and\ncapturing the effect of a multidimensional intervention program that will ultimately lead to the\nconfiguration of functional communication skills. Children included in this study are enrolled in the\nkindergarten group or in the preparatory class, aged between 4 and 8 years. These children are also\ndiagnosed with mild or moderate intellectual disability.\nThe program took place in two stages. In the first stage, a multidimensional evaluation was performed, on\nall sides of the language by applying tests, scales or evaluation tests. The results obtained by the children\nwere interpreted and presented at the level of some case studies. In the second stage, we proposed an\nintervention program that aims to enrich and activate vocabulary, by applying the 50 word-list techniqueT⁵⁰ , training phonetic and phonological skills, those related to structural semantics and lexical semantics\nand shaping morphological skills, which will lead to the configuration of a functional communication skill\nrelated to chronological and mental age.