{"id":71078,"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":"2023-02-09T11:19:20","modified_gmt":"2023-02-09T10:19:20","slug":"intervento-grammaticale-in-persone-con-disabilita-intellettiva","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/it\/intervento-grammaticale-in-persone-con-disabilita-intellettiva","title":{"rendered":"Articolo scientifico su &#8220;Supporto uditivo-visivo simultaneo nell&#8217;intervento grammaticale in partecipanti con disabilit\u00e0 intellettiva&#8221; con pittogrammi di 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\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd\">\n.flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd av-gridrow-cell av_one_fourth no_margin  avia-builder-el-1  el_before_av_cell_one_half  avia-builder-el-first ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-v3ulnl-d7c33ea5d552fea6e63b905e8037f9dd\">\n.avia-image-container.av-v3ulnl-d7c33ea5d552fea6e63b905e8037f9dd img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-v3ulnl-d7c33ea5d552fea6e63b905e8037f9dd .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-v3ulnl-d7c33ea5d552fea6e63b905e8037f9dd av-styling- avia-align-center  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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-n9zw17-283f68071c626503b918e643b67092fb\">\n#top .av-special-heading.av-n9zw17-283f68071c626503b918e643b67092fb{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-n9zw17-283f68071c626503b918e643b67092fb .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-n9zw17-283f68071c626503b918e643b67092fb .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-n9zw17-283f68071c626503b918e643b67092fb .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-n9zw17-283f68071c626503b918e643b67092fb av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2020 &#8211; Articolo scientifico su <span class='special_amp'>&#8220;<\/span>Supporto uditivo-visivo simultaneo nell\u2019intervento grammaticale in partecipanti con disabilit\u00e0 intellettiva<span class='special_amp'>&#8221;<\/span> con pittogrammi di 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-24693 avia-img-lazy-loading-not-24693 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 ALLA PUBBLICAZIONE<\/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-71078'><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;\">Autori:<\/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;\">Universit\u00e0 di Oviedo<\/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>Informazioni bibliografiche<\/h3>\n<p>Articolo scientifico su &#8220;Supporto uditivo-visivo simultaneo nell&#8217;intervento grammaticale in partecipanti con disabilit\u00e0 intellettiva&#8221;.<\/p>\n<p>MIRANDA FERNANDEZ M.. e MART\u00cdNEZ L\u00d3PEZ V.: &#8220;Supporto uditivo-visivo simultaneo nell&#8217;intervento grammaticale nei partecipanti con disabilit\u00e0 intellettiva&#8221;. <strong>Giornale dell&#8217;Istruzione &#8211; Ministero dell&#8217;Istruzione e della Formazione Professionale<\/strong><\/p>\n<p>Disponibile 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>Introduzione<\/h3>\n<p class=\"ta-justify\">Gli studi sui profili linguistici nella disabilit\u00e0 intellettiva (ID) mostrano che la competenza grammaticale \u00e8 influenzata in alcune sindromi genetiche. La ricerca sull&#8217;apprendimento delle lingue nell&#8217;ID rivela che il ruolo dell&#8217;udito \u00e8 compromesso, che l&#8217;acquisizione del vocabolario e della grammatica \u00e8 determinata da una scarsa capacit\u00e0 di memoria uditiva e che il materiale visivo facilita il riconoscimento di suoni, vocabolario e grammatica.<\/p>\n<p class=\"ta-justify\">Obiettivi: Determinare se il supporto uditivo-visivo simultaneo migliora il linguaggio aumentando il riconoscimento di suoni, vocabolario e grammatica e analizzare se i soggetti con ID con un livello pi\u00f9 elevato di et\u00e0 verbale e memoria uditiva ottengono punteggi migliori in suoni, vocabolario e grammatica dopo l&#8217;intervento.<\/p>\n<p class=\"ta-justify\">Metodologia: Il progetto \u00e8 quasi-sperimentale pretest-postest con gruppo sperimentale e gruppo di controllo. Il campione \u00e8 composto da 12 partecipanti con ID tra 10;11 e 16;11 anni, iscritti all&#8217;istruzione speciale.<\/p>\n<p class=\"ta-justify\">Procedura: Materiale uditivo-visivo di 50 sequenze di pittogrammi <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong> associati a 50 suoni diversi.<\/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\">Risultati: Significativo aumento post-intervento di suoni, vocabolario e grammatica; e un aumento del vocabolario post-intervento nei partecipanti con maggiore ampiezza di memoria uditiva.<\/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\">Discussione: Questo intervento \u00e8 efficace e riflette l&#8217;importanza del materiale visivo nello sviluppo linguistico 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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