{"id":20344,"date":"2020-08-10T06:16:35","date_gmt":"2020-08-10T05:16:35","guid":{"rendered":"http:\/\/aulaabierta.arasaac.org\/?page_id=20344"},"modified":"2021-11-19T11:44:23","modified_gmt":"2021-11-19T10:44:23","slug":"intervencion-pragmatica-sindrome-down","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/de\/intervencion-pragmatica-sindrome-down","title":{"rendered":"2018 &#8211; Estudio preliminar sobre &#8222;Intervenci\u00f3n pragm\u00e1tica en ni\u00f1os y adolescentes con S\u00edndrome de Down: el papel de los apoyos en la construcci\u00f3n de los scripts&#8220;"},"content":{"rendered":"<div id='av-layout-grid-1'  class='av-layout-grid-container av-3dy6c1-89493982ef21cb7a44d62f4f3a00a190 entry-content-wrapper main_color av-flex-cells  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first   container_wrap fullsize'  >\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" 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'   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/de\/investigaciones-cientificas-realizadas-sobre-los-simbolos-pictograficos-de-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-98100 avia-img-lazy-loading-not-98100 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png\" alt='' title='investigaciones_arasaac_blanco'  height=\"180\" width=\"180\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-300x300.png 300w, 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#wrap_all .flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7 av-gridrow-cell av_one_half no_margin  avia-builder-el-3  el_after_av_cell_one_fourth  el_before_av_cell_one_fourth ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-672acf29aa5f7c546984775c2ab0c6d0\">\n#top .av-special-heading.av-av_heading-672acf29aa5f7c546984775c2ab0c6d0{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-av_heading-672acf29aa5f7c546984775c2ab0c6d0 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-av_heading-672acf29aa5f7c546984775c2ab0c6d0 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-av_heading-672acf29aa5f7c546984775c2ab0c6d0 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-672acf29aa5f7c546984775c2ab0c6d0 av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2018 &#8211; Estudio preliminar sobre <span class='special_amp'>\u201c<\/span>Intervenci\u00f3n pragm\u00e1tica en ni\u00f1os y adolescentes con S\u00edndrome de Down: el papel de los apoyos en la construcci\u00f3n de los scripts<span class='special_amp'>&#8220;<\/span><\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-q3reld-37da44d2d4c139914e9ba49da1ec9aed\">\n.flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-q3reld-37da44d2d4c139914e9ba49da1ec9aed av-gridrow-cell av_one_fourth no_margin  avia-builder-el-5  el_after_av_cell_one_half  avia-builder-el-last ' ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1\">\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 av-styling- avia-align-center  avia-builder-el-6  el_before_av_textblock  avia-builder-el-first '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" class=\"avia_image\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-96751 avia-img-lazy-loading-not-96751 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png\" alt='' title='pdf_download'  height=\"128\" width=\"128\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png 128w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-120x120.png 120w\" sizes=\"(max-width: 128px) 100vw, 128px\" \/><\/a><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-mdusxd-eb83356455e55d34aa931343fbbf8656'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>DESCARGAR EL P\u00d3STER<\/strong><\/a><\/p>\n<\/div><\/section><\/p>\n<\/div><\/div><\/div><div id='after_grid_row_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-20344'><div class='entry-content-wrapper clearfix'><section  class='av_textblock_section av-l0yh0h-ea048aa6d21a96326c2b3a328d083b32'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3 style=\"text-align: right;\"><strong>Autores\/as<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez\u00a0<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Eliseo Diez-Itza<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Universidad de Oviedo<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Raquel Rodr\u00edguez<\/strong><\/h3>\n<\/div><\/section><\/p>\n<div class='flex_column av-ipp7s1-3d4a81d60b38240a59cad99d0ade8b6a av_one_full  avia-builder-el-9  el_after_av_textblock  el_before_av_layout_row  avia-builder-el-last  first flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9\">\n#top .av_textblock_section.av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h5 style=\"text-align: right;\"><b>P\u00f3ster presentado en el Congreso Mundial del S\u00edndrome de Down, <\/b><\/h5>\n<h5 style=\"text-align: right;\"><b>WDSC 2018 Glasgow, United Kingdom, 25 a 27 julio 2018.<\/b><\/h5>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-kdo2lcru-ac616db72aa8eb501550746f89674973'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><span style=\"color: #ffffff;\">___________________________________________________________________<\/span><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-g2556p-125a6cff07d390c276123d70676b57e1\">\n#top .av_textblock_section.av-g2556p-125a6cff07d390c276123d70676b57e1 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-g2556p-125a6cff07d390c276123d70676b57e1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3><b>Resumen \u201cIntervenci\u00f3n pragm\u00e1tica en ni\u00f1os y adolescentes con S\u00edndrome de Down: el papel de los apoyos en la construcci\u00f3n de los scripts&#8220;<\/b><\/h3>\n<p>Las personas con s\u00edndrome de Down (SD) muestran una relativa fortaleza en la cognici\u00f3n no verbal, habilidades sociales y comprensi\u00f3n del lenguaje, que les permite un buen desempe\u00f1o en tareas narrativas. La intervenci\u00f3n pragm\u00e1tica a partir de narraciones estructuradas permite al sujeto comunicar experiencias con coherencia y resulta altamente efectiva cuando se usan apoyos visuales.<\/p>\n<p>El objetivo es doble: determinar si los sujetos con SD narran las historias coherentemente y utilizan marcadores pragm\u00e1ticos adecuados a las exigencias del discurso y contexto comunicativo; y mejorar las habilidades narrativas cuando la intervenci\u00f3n se apoya en una presentaci\u00f3n Prezi con pictogramas y apoyo verbal.<\/p>\n<p>El dise\u00f1o es cuasi-experimental pretest postest. La muestra est\u00e1 formada por 10 sujetos con SD entre 9 y 17 a\u00f1os pertenecientes a la Asociaci\u00f3n S\u00edndrome de Down del norte de Espa\u00f1a.<\/p>\n<p>En el pretest y postest cada sujeto contaba dos scripts de diferente dificultad, s\u00f3lo con apoyo conversacional. Se realiz\u00f3 una sesi\u00f3n semanal de intervenci\u00f3n durante cuatro semanas en la que se les entrenaba a utilizar, mediante imitaci\u00f3n verbal, los elementos l\u00e9xicos y discursivos b\u00e1sicos para contar la historia, utilizando pictogramas ARASAAC presentados en soporte Prezi y con los apoyos conversacional, hist\u00f3rico y psicol\u00f3gico de la investigadora. Las narraciones del pretest y postest fueron grabadas y transcritas utilizando el Proyecto CHILDES (MacWhinney, 2000). Se codific\u00f3 y analiz\u00f3 la estructura narrativa en t\u00e9rminos de eventos y episodios, y la frecuencia de los marcadores discursivos.<\/p>\n<p>Los resultados muestran una mejora en coherencia, recuerdo de la historia y marcadores despu\u00e9s de la intervenci\u00f3n. Se concluye que este tipo de intervenci\u00f3n refleja la importancia del apoyo visual, la imitaci\u00f3n verbal y los apoyos del interlocutor en el desarrollo ling\u00fc\u00edstico a nivel pragm\u00e1tico, l\u00e9xico y gramatical en el SD.<\/p>\n<h3><b>Abstract &#8222;<\/b>Pragmatic intervention in children and adolescents with Down syndrome: The role of support in script construction&#8220;<\/h3>\n<p>Persons with Down Syndrome (DS) show a relative strength in non-verbal cognition, social abilities and language comprehension, which enable them a good performance in narrative tasks. Pragmatic intervention based on structured narratives allow the subject to communicate their experiences in a coherent way and it is highly effective when visual support is used. The aim is double: to determine whether DS subjects narrate stories coherently and use pragmatic markers suitable for discourse and communicative context; and improve narrative abilities when intervention is supported by a Prezi presentation with pictograms and verbal support. Design: It is a pre-test post-test experimental design with control group. Methods: The sample is 20 subjects, ten with DS ranging in age from 6 to 16, belonging to the Down Syndrome Association northern Spain, matched with ten 5-year-old typical development subjects in mean length utterance (MLU). In pre-test and post-test, each subjects narrated two scripts of different difficulty, only with conversational support. A weekly session took place for four weeks, where the subjects were trained through verbal imitation to use basic lexical and discursive items to tell the story, employing ARASAAC pictograms in Prezi presentation and with conversational, historical and psychological support of the researcher. Pre-test and post-test narrations were recorded and transcribed using the CHILDES Project (MacWhinney, 2000). The narrative structure was coded and analyzed in terms of events and episodes. The frequency of discourse markers was also coded and analyzed. The data was analyzed with statistical program SPSS. Results: The subjects show an improvement in coherence, recall of the story, markers, MLU, Types and Tokens. Implications: This type of intervention show the importance of imitation and visual support in linguistic development at a pragmatic, lexical and grammatical levels in DS.<\/p>\n<h3 style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Descargar el p\u00f3ster en pdf<\/strong><\/a><\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-20360 size-full aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.jpg\" alt=\"\" width=\"539\" height=\"766\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.jpg 539w, 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