Cognitive–Behavioral Intervention for Linguistic and Cognitive Skills in Children with Speech and Language Impairments: A Case Report
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| Publicado no: | Languages vol. 10, no. 10 (2025), p. 247-261 |
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| 001 | 3265915381 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2226-471X | ||
| 024 | 7 | |a 10.3390/languages10100247 |2 doi | |
| 035 | |a 3265915381 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Cano-Villagrasa, Alejandro |u Facultad de Ciencias de la Salud, Universidad Internacional de Valencia, 46002 Valencia, Spain; beatriz.bonillo@professor.universidadviu.com | |
| 245 | 1 | |a Cognitive–Behavioral Intervention for Linguistic and Cognitive Skills in Children with Speech and Language Impairments: A Case Report | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Background: Speech and Language Impairment (SLI) significantly affects children’s communication skills, limiting their social and academic development. Case Information: This single-case study evaluates the effects of a personalized intervention in a 9-year-old child diagnosed with SLI, integrating linguistic and cognitive strategies to remediate core deficits typically observed in children with SLI. Two main objectives were established: (1) to assess the child’s psycholinguistic competencies and cognitive processes and (2) to analyze the impact of the intervention on skills such as phonology, semantics, syntax, executive functions, and emotional well-being. The longitudinal and personalized design included pre- and post-intervention assessments conducted over two and a half years using tools such as the ITPA and Peabody Vocabulary Test. The intervention sessions were structured into linguistic and cognitive activities, with a frequency of two weekly language sessions and one cognitive functions session. Statistical analysis included ANOVA to evaluate significant changes. Conclusions: The results showed significant improvements in linguistic areas such as auditory comprehension (from 3–5 to 10 years) and verbal expression (from 5–10 to 9–6), as well as in cognitive aspects such as visuomotor sequential memory and visual comprehension, which exceeded the expected values for the child’s age. However, skills such as grammatical integration and auditory association did not show significant progress. This demonstrates that personalized and multidisciplinary interventions can considerably improve linguistic and cognitive abilities in children with SLI, although some areas require more specific approaches. The findings highlight implications for designing tailored intervention strategies, emphasizing the need for further research with larger samples and control groups to generalize the results. This case reaffirms the importance of comprehensive approaches in the treatment of SLI to maximize the academic and social development of affected children. | |
| 653 | |a Writing | ||
| 653 | |a Learning disabilities | ||
| 653 | |a Syntax | ||
| 653 | |a Case studies | ||
| 653 | |a Language disorders | ||
| 653 | |a Memory | ||
| 653 | |a Communication | ||
| 653 | |a Listening comprehension | ||
| 653 | |a Intervention | ||
| 653 | |a Families & family life | ||
| 653 | |a Neuropsychology | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Phonology | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Statistical analysis | ||
| 653 | |a Social skills | ||
| 653 | |a Semantics | ||
| 653 | |a Children | ||
| 653 | |a Specific language impairment | ||
| 653 | |a Executive function | ||
| 653 | |a Hypotheses | ||
| 653 | |a Psycholinguistics | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Skill development | ||
| 653 | |a Linguistics | ||
| 653 | |a Children & youth | ||
| 653 | |a Cognition | ||
| 653 | |a Speech | ||
| 653 | |a Cognitive functioning | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Cognitive skills | ||
| 653 | |a Comprehension | ||
| 653 | |a Cognitive aspects | ||
| 653 | |a Sequential memory | ||
| 653 | |a Well being | ||
| 653 | |a Academic achievement | ||
| 653 | |a Emotional well being | ||
| 653 | |a Social development | ||
| 653 | |a Communication skills | ||
| 653 | |a Cognitive strategies | ||
| 653 | |a Variance analysis | ||
| 653 | |a Customization | ||
| 653 | |a Skills | ||
| 653 | |a Child development | ||
| 653 | |a Vocabulary | ||
| 653 | |a Cognitive-behavioral factors | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a Language | ||
| 700 | 1 | |a Bonillo-Llavero, Beatriz María |u Facultad de Ciencias de la Salud, Universidad Internacional de Valencia, 46002 Valencia, Spain; beatriz.bonillo@professor.universidadviu.com | |
| 700 | 1 | |a López-Chicheri, Isabel |u UCAM Universidad Católica de Murcia, 30107 Murcia, Spain; ilchicheri@ucam.edu | |
| 700 | 1 | |a López-Zamora, Miguel |u Departamento de Psicología Evolutiva y de la Educación, Universidad de Málaga, 29010 Málaga, Spain | |
| 773 | 0 | |t Languages |g vol. 10, no. 10 (2025), p. 247-261 | |
| 786 | 0 | |d ProQuest |t Linguistics Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265915381/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3265915381/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265915381/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |