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Subtipos de trastorno específico del desarrollo del lenguaje: perfiles clínicos en una muestra hispanohablante
Authors: Crespo-Eguilaz, N. (Nerea)
Narbona, J. (Juan)
Keywords: Language Development Disorders/classification/diagnosis
Child, Preschool
Issue Date: 2006
Publisher: Viguera
Publisher version:
ISSN: 0210-0010
Citation: Crespo-Eguilaz N, Narbona J. Subtipos de trastorno específico del desarrollo del lenguaje: perfiles clínicos en una muestra hispanohablante. Rev Neurol 2006 Oct 10;43 Suppl 1:S193-200.
Specific language impairment (SLI) can be viewed as a continuum with different subtypes depending on the combination of deficits and strengths in each of the components of linguistic behavior. AIM. To analyze the phenomenological profiles in a correlative series of Spanish children in order to facilitate their endophenotypic differentiation and the choice of strategies of intervention. PATIENTS AND METHODS: 86 referred children, aged 4 to 9 years, with a mean non-verbal intelligence quotient of 93 (range 72-114) and accomplishing clinical criteria of SLI. Apart from clinical interview and neurological examination, a protocol of questionnaires and tests was used in all subjects in order to measure their formal (phonological, syntactic, lexical) and functional (semantic and pragmatic) linguistic abilities. A cluster analysis of variables was used in order to investigate SLI subtypes. RESULTS: In the total sample, a 24% of whole series have a pure phonological expressive disorder. 55% of subjects have mixed receptive/expressive disorders; from these, the most pervasive subtype is due to verbal agnosia (11%), but more frequently observed subtypes affect syntax reception and expression combined to difficulties in phonological programming (36%) or in lexical retrieval (8%). Furthermore, 21% of the total sample present with difficulties in pragmatic use of language even if their formal linguistic abilities and non-verbal behavior are normal. CONCLUSIONS: Our empirical approach confirms that the admitted SLI subtypes in international literature applies to Spanish-speaking children for endophenotyping and intervention-planning purposes
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