{"id":71076,"date":"2018-12-15T07:54:22","date_gmt":"2018-12-15T06:54:22","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/intervencion-gramatical-en-personas-con-discapacidad-intelectual"},"modified":"2023-02-09T11:19:19","modified_gmt":"2023-02-09T10:19:19","slug":"intervention-grammatical-in-people-with-intellectual-disability","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/en\/intervention-grammatical-in-people-with-intellectual-disability","title":{"rendered":"Scientific article on &#8220;Simultaneous auditory-visual support in grammatical intervention in participants with intellectual disabilities&#8221; with pictograms by ARASAAC"},"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\" 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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 #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-n9zw17-00e686bc046173e06fbb60d632ef1987\">\n#top .av-special-heading.av-n9zw17-00e686bc046173e06fbb60d632ef1987{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-n9zw17-00e686bc046173e06fbb60d632ef1987 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-n9zw17-00e686bc046173e06fbb60d632ef1987 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-n9zw17-00e686bc046173e06fbb60d632ef1987 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-n9zw17-00e686bc046173e06fbb60d632ef1987 av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2020 &#8211; Scientific article on <span class='special_amp'>&#8220;<\/span>Simultaneous auditory-visual support in grammatical intervention in participants with intellectual disabilities<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 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class=\"avia-image-overlay-wrap\"><a href=\"http:\/\/www.educacionyfp.gob.es\/dam\/jcr:d7591435-f1d8-4c3f-86c1-cb1b3cdb218a\/05mirandaesp-ingl.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:\/\/www.educacionyfp.gob.es\/dam\/jcr:d7591435-f1d8-4c3f-86c1-cb1b3cdb218a\/05mirandaesp-ingl.pdf\" target=\"_blank\" rel=\"noopener\">LINK 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-71076'><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;\"><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/h3>\n<h3 style=\"text-align: right;\">Oviedo University<\/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>Scientific article on &#8220;Simultaneous auditory-visual support in grammatical intervention in participants with intellectual disabilities&#8221;.<\/p>\n<p>MIRANDA FERNANDEZ M.. and MART\u00cdNEZ L\u00d3PEZ V.: &#8220;Simultaneous auditory-visual support in grammatical intervention in participants with intellectual disabilities&#8221;. <strong>Journal of Education &#8211; Ministry of Education and Vocational Training<\/strong><\/p>\n<p>Available in <a href=\"http:\/\/www.educacionyfp.gob.es\/revista-de-educacion\/numeros-revista-educacion\/numeros-anteriores\/2020\/389\/389-5.html\" target=\"_blank\" rel=\"noopener\">http:\/\/www.educacionyfp.gob.es\/revista-de-educacion\/numeros-revista-educacion\/numeros-anteriores\/2020\/389\/389-5.html<\/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 class=\"ta-justify\">Studies of language profiles in intellectual disability (ID) show that grammatical competence is affected in some genetic syndromes. Research on language learning in ID reveals that the role of hearing is compromised, that vocabulary and grammar acquisition is determined by poor auditory memory capacity, and that visual material facilitates the recognition of sounds, vocabulary, and grammar.<\/p>\n<p class=\"ta-justify\">Objectives: To determine whether simultaneous auditory-visual support improves language by increasing the recognition of sounds, vocabulary and grammar, and to analyze whether subjects with ID with a higher level of verbal age and auditory memory obtain better scores in sounds, vocabulary and grammar after the intervention.<\/p>\n<p class=\"ta-justify\">Methodology: The design is quasi-experimental pretest-postest with experimental group and control group. The sample consists of 12 participants with ID between 10;11 and 16;11 years old, enrolled in special education.<\/p>\n<p class=\"ta-justify\">Procedure: Auditory-visual material of 50 sequences of <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong> pictograms associated with 50 different sounds.<\/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 class=\"ta-justify\">Results: Significant post-intervention increase in sounds, vocabulary and grammar; and an increase in post-intervention vocabulary in participants with greater amplitude of auditory memory.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-20165 aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica.jpg\" alt=\"\" width=\"782\" height=\"492\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica.jpg 782w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-300x189.jpg 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-768x483.jpg 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-705x444.jpg 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-450x283.jpg 450w\" sizes=\"auto, (max-width: 782px) 100vw, 782px\" \/><\/p>\n<p class=\"ta-justify\">Discussion: This intervention is effective and reflects the importance of visual material in linguistic development in ID.<\/p>\n<h3 class=\"ta-justify\">Abstract<\/h3>\n<p class=\"ta-justify\">Introduction: Studies of linguistic profiles in intellectual disability (ID) show that grammatical competence can be altered in some genetic syndromes. Research on language learning in ID reveals that the role of audition is compromised, vocabulary and grammar acquisition are determined by its scarce ability in auditory memory and visual material facilitates sounds recognition, vocabulary and grammar.<\/p>\n<p class=\"ta-justify\">Aims: To determine whether simultaneous auditoryvisual support improves language increasing sounds recognition, vocabulary and grammar, and to analyse whether ID participants with a higher level of verbal age and auditory memory obtain better results in sounds, vocabulary and grammar after intervention.<\/p>\n<p class=\"ta-justify\">Method: The design is cuasi-experimental pre-test and post-test with an experimental group and a control group. The sample is composed of 12 ID participants ranging in age from 10;11 to 16;11, receiving special education.<\/p>\n<p class=\"ta-justify\">Procedure: Auditory-visual material made up of 50 sequences of <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong> pictograms associated with 50 sounds.<\/p>\n<p class=\"ta-justify\">Results: A significant increase after intervention concerning sounds, vocabulary and grammar; the participants from the experimental group with higher auditory memory only increased their vocabulary after intervention.<\/p>\n<p class=\"ta-justify\">Discussion: This intervention is effective and show the importance of visual support in linguistic development in ID.<\/p>\n<p class=\"ta-justify\">\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 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