{"id":70965,"date":"2020-07-29T18:38:44","date_gmt":"2020-07-29T17:38:44","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/apoyo-auditivo-visual-al-desarrollo-gramatical-en-la-discapacidad-intelectual"},"modified":"2023-02-09T11:19:17","modified_gmt":"2023-02-09T10:19:17","slug":"auditory-visual-support-to-grammatical-development-in-intellectual-disability","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/en\/auditory-visual-support-to-grammatical-development-in-intellectual-disability","title":{"rendered":"Preliminary study on &#8220;Auditory-visual support for grammatical development in intellectual disability&#8221;"},"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\/en\/scientific-research-carried-out-on-the-pictographic-symbols-of-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-30087 avia-img-lazy-loading-not-30087 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, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-768x768.png 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-705x705.png 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco.png 1030w\" sizes=\"(max-width: 180px) 100vw, 180px\" \/><\/a><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7\">\n.flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\nvertical-align:top;\n}\n.responsive #top 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av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2017 &#8211; Preliminary study on <span class='special_amp'>&#8220;<\/span>Auditory-visual support for grammatical development in intellectual disability<span class='special_amp'>&#8221;<\/span> with pictograms by ARASAAC<\/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-9684380e86ce9978621c36894bfc5bef\">\n.avia-image-container.av-o4pbjl-9684380e86ce9978621c36894bfc5bef img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-9684380e86ce9978621c36894bfc5bef .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-9684380e86ce9978621c36894bfc5bef 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=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" class='avia_image' target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-24691 avia-img-lazy-loading-not-24691 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;\"><strong><a href=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" target=\"_blank\" rel=\"noopener\">LINK <\/a><\/strong> <strong><a href=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" target=\"_blank\" rel=\"noopener\">TO THE PUBLICATION<\/a><\/strong><\/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-70965'><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;\">Authors:<\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/h3>\n<h3 style=\"text-align: right;\">Oviedo University<\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Jos\u00e9 Manuel Agra Castro<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>CPEE Castiello &#8211; Espa\u00f1a<\/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\" ><h3>bibliographic information<\/h3>\n<p>Preliminary study &#8220;Auditory-visual support for grammatical development in intellectual disability&#8221;.<\/p>\n<p>MIRANDA FERNANDEZ, MANUELA; MART\u00cdNEZ L\u00d3PEZ, VER\u00d3NICA; AGRA CASTRO, JOS\u00c9 MANUEL (2017): &#8220;Auditory-visual support for grammatical development in intellectual disability&#8221;. In Alejandro Rodr\u00edguez Mart\u00edn (comp.), Inclusive innovative practices: challenges and opportunities (pp. 705-713), Oviedo : Servicio de publicaciones de la Universidad de Oviedo<\/p>\n<p>Available in <a href=\"http:\/\/digibuo.uniovi.es\/dspace\/handle\/10651\/47651\" target=\"_blank\" rel=\"noopener\"><strong>http:\/\/digibuo.uniovi.es\/dspace\/handle\/10651\/47651<\/strong><\/a><\/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>Introduction<\/h3>\n<p>Research on language in intellectual disability (ID) is currently focused from the notion of &#8220;syndromic specificity&#8221; and contrasts the linguistic profiles of different genetic syndromes, revealing that grammatical competence can be severely affected in some of them. Various studies show that hearing-based language learning is compromised in ID and that the acquisition of vocabulary and grammar is determined by their poor short-term verbal memory capacity. However, vocabulary and grammatical production increase when it is accompanied by visual material.<\/p>\n<p>The objective of this work is to determine if a simultaneous auditory-visual support intervention program improves the language of subjects with ID, regardless of whether or not they present a genetic syndrome, increasing sound recognition, vocabulary and grammatical production.<\/p>\n<p>The sample consists of 8 subjects with ID between 10;11 and 15;10 years old, schooled in a special education school.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-20168 aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/L%C3%A1mina_Secuencia_pictogramas_ARASAAC.jpg\" alt=\"\" width=\"773\" height=\"148\"><\/p>\n<p>The procedure was based on the use of auditory-visual material consisting of 50 sounds associated with 50 sequences of <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong>pictograms.<\/p>\n<p>The results reveal that there are no statistically significant differences between subjects with syndrome and without syndrome after the intervention. In addition, all subjects show a significant increase in sound recognition, vocabulary and grammatical level.<\/p>\n<p>With these results, the effectiveness of the auditory-visual material used is assessed, betting on interventions that prioritize the type of support provided to all subjects with ID.<\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f\">\n#top .av_textblock_section.av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><\/div><\/section><\/p><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av-layout-grid-2'  class='av-layout-grid-container av-94qg5t-9671fe1685dd2573e17ab1324beca79f 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