Revisión sistemática: fundamentos y evaluación de las dificultades del lenguaje en niños
Barra lateral del artículo
Contenido principal del artículo
Resumen
Comprender las dificultades del lenguaje en los niños implica reconocer la naturaleza polifacética de los trastornos del desarrollo del lenguaje (DLD) y la importancia de una evaluación e intervención tempranas. Para ello, se tiene como objetivo realizar una revisión narrativa de las dificultades en el aprendizaje de idiomas; dificultades de lectura; asociaciones conductuales; perfiles neuropsicológicos y prácticas de intervención del lenguaje. Como metodología se realizó una búsqueda sistemática de la literatura en base de datos de Scopus, Scielo y Web of Sciencie y revistas académicas donde se utilizó la siguiente cadena de búsqueda: "Language Learning Difficulties" OR "Reading Difficulties" AND "Behavioral Associations" OR "Neuropsychological Profiles" AND "Language Intervention Practices". Los resultados indicaron que los factores que afectan el aprendizaje de idiomas incluyen diferencias interlingüísticas, comorbilidades como el TDAH, y dificultades auditivas, que requieren intervenciones específicas. La dislexia y los déficits en fonología y memoria de trabajo dificultan el aprendizaje de una segunda lengua, sugiriendo la necesidad de estrategias personalizadas. Las conclusiones demostraron que las investigaciones evidencian los perfiles neuropsicológicos y enfoques de intervención como programas específicos y terapias multisensoriales son cruciales para mejorar la competencia lingüística en niños con dificultades del desarrollo del lenguaje (TDL)
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
El contenido de los articulos es de exclusiva responsabilidad de los autores.
Deberá cumplir con los siguentes aspectos de la Licencia CC BY NC ND :
- Atribución : Debe otorgar el crédito correspondiente, proporcionar un enlace a la licencia e indicar si se realizaron cambios. Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o su uso.
- No Comercial : No se puede utilizar el material con fines comerciales.
- Sin derivados : Si remezcla, transforma o construye sobre el material, no puede distribuir el material modificado.
- Sin restricciones adicionales : No se pueden aplicar términos legales o medidas tecnológicas que restrinjan legalmente a otros de hacer cualquier cosa que permita la licencia.
Citas
Alexander, A. W., & Slinger-Constant, A.-M. (2004). Current status of treatments for dyslexia: Critical review. Journal of Child Neurology, 19(10), 744-758. Scopus. Documento en línea. Disponible https://doi.org/10.1177/08830738040190100401
Asad, A. N., Hand, L., Fairgray, L., & Purdy, S. C. (2013). The use of dynamic assessment to evaluate narrative language learning in children with hearing loss: Three case studies. Child Language Teaching & Therapy, 29(3), 319-342. Documento en línea. Disponible https://doi.org/10.1177/0265659012467994
Bahar, N., Cler, G. J., Krishnan, S., Asaridou, S. S., Smith, H. J., Willis, H. E., Healy, M. P., & Watkins, K. E. (2024). Differences in Cortical Surface Area in Developmental Language Disorder. Neurobiology of Language, 5(2), 288-314. Documento en línea. Disponible https://doi.org/10.1162/nol_a_00127
Beauchamp, M. L. H., & MacLeod, A. A. N. (2017). Bilingualism in Children with Autism Spectrum Disorder: Making Evidence Based Recommendations. Canadian Psychology-Psychologie Canadienne, 58(3), 250-262. Documento en línea. Disponible https://doi.org/10.1037/cap0000122
Bebko, G., Bertocci, M. A., Fournier, J. C., Hinze, A. K., Bonar, L., Almeida, J. R. C., Perlman, S. B., Versace, A., Schirda, C., Travis, M., Gill, M. K., Demeter, C., Diwadkar, V. A., Ciuffetelli, G., Rodriguez, E., Olino, T., Forbes, E., Sunshine, J. L., Holland, S. K., … Phillips, M. L. (2014). Parsing dimensional vs diagnostic category-related patterns of reward circuitry function in behaviorally and emotionally dysregulated youth in the longitudinal assessment of manic symptoms study. JAMA Psychiatry, 71(1), 71-80. Scopus. Documento en línea. Disponible https://doi.org/10.1001/jamapsychiatry.2013.2870
Brinton, B., & Fujiki, M. (2005). Social competence in children with language impairment: Making connections. Seminars in Speech and Language, 26(3), 151-159. Scopus. Documento en línea. Disponible https://doi.org/10.1055/s-2005-917120
Brinton, B., & Fujiki, M. (2006). Social Intervention for Children with Language Impairment: Factors Affecting Efficacy. Communication Disorders Quarterly, 28(1), 39-41. Scopus. Documento en línea. Disponible https://doi.org/10.1177/15257401060280010501
Chojak, M., Lewicka-Zelent, A., & Gulip, M. (2023). Use of 2- and 5-Channel EEG for Screening Children for Markers of ADHD, ASD, Depression, Anxiety, and Developmental Dyslexia—A Pilot Study. Advances in Cognitive Psychology, 19(4), 95-105. Scopus. Documento en línea. Disponible https://doi.org/10.5709/acp-0405-1
Chow, J. C., & Wehby, J. H. (2018). Associations Between Language and Problem Behavior: A Systematic Review and Correlational Meta-analysis. Educational Psychology Review, 30(1), 61-82. Scopus. Documento en línea. Disponible https://doi.org/10.1007/s10648-016-9385-z
Chung, K. K. H., & Ho, C. S.-H. (2010). Second Language Learning Difficulties in Chinese Children with Dyslexia: What is the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading? Journal of Learning Disabilities, 43(3), 195-211. Documento en línea. Disponible https://doi.org/10.1177/0022219409345018
Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39(1), S110-S137. Scopus. Documento en línea. Disponible https://doi.org/10.1044/0161-1461(2008/012)
Coe, J. L., Daniels, T., Huffhines, L., Seifer, R., Marsit, C. J., Kao, H.-T., Porton, B., Parade, S. H., & Tyrka, A. R. (2024). Examining the biological impacts of parent–child relationship dynamics on preschool-aged children who have experienced adversity. Developmental Psychobiology, 66(2). Scopus. Documento en línea. Disponible https://doi.org/10.1002/dev.22463
Coloma, C. J., Rojas, D., Valdés, C., & Helo, A. (2023). Reading intervention in children with specific language disorder: A review of the literature. Lenguas Modernas, 61, 77-96. Scopus.
Conde-Guzón, P. A., Conde-Guzón, M. J., Bartolomé-Albistegui, M. T., & Quirós-Expósito, P. (2009). Neuropsychological profiles associated with the children’s oral language disorders. Revista de Neurologia, 48(1), 32-38. Scopus. Documento en línea. Disponible https://doi.org/10.33588/rn.4801.2008164
De Hoog, B. E., Langereis, M. C., van Weerdenburg, M., Knoors, H. E., & Verhoeven, L. (2016). Linguistic profiles of children with CI as compared with children with hearing or specific language impairment. International journal of language & communication disorders, 51(5), 518-530. Scopus. Documento en línea. Disponible https://doi.org/10.1111/1460-6984.12228
D’Souza, N. J., Zheng, M., Abbott, G., Lioret, S., & Hesketh, K. D. (2021). Associations between child and family level correlates and behavioural patterns in school-aged children. Children, 8(11). Scopus. Documento en línea. Disponible https://doi.org/10.3390/children8111023
D’Souza, N. J., Zheng, M., Abbott, G., Lioret, S., & Hesketh, K. D. (2023). Differing associations with childhood outcomes using behavioural patterns derived from three data reduction techniques. International Journal of Epidemiology, 52(2), 577-588. Scopus. Documento en línea. Disponible https://doi.org/10.1093/ije/dyac142
Ebert, K. D., Rentmeester-Disher, J., & Kohnert, K. (2012). Nonlinguistic cognitive treatment for bilingual children with primary language impairment. Clinical Linguistics & Phonetics, 26(6), 485-501. Documento en línea. Disponible https://doi.org/10.3109/02699206.2012.660226
Ellis, S., & McCartney, E. (2011). How to empower teachers working with children with language impairments: Why a ‘just-in-time’ model might work. En Applied Linguistics and Primary School Teaching (pp. 252-266). Scopus. Documento en línea. Disponible https://doi.org/10.1017/CBO9780511921605.025
Fazio, D., Ferrari, L., Testa, S., Tamburrelli, F., Marra, E., Biancardi, M., Palladino, P., & Marzocchi, G. M. (2021). Second-language learning difficulties in Italian children with reading difficulties. British Journal of Educational Psychology, 91(1), 63-77. Documento en línea. Disponible https://doi.org/10.1111/bjep.12348
Ferinu, L., Ahufinger, N., Pacheco-Vera, F., Sanz-Torrent, M., & Andreu, L. (2021). Family history, sociodemographic factors and language difficulties in children with developmental disorder. Revista de Logopedia, Foniatria y Audiologia, 41(1), 29-39. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.rlfa.2020.01.003
Forné, S., López-Sala, A., Mateu-Estivill, R., Adan, A., Caldú, X., Rifà-Ros, X., & Serra-Grabulosa, J. M. (2022). Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties. International Journal of Environmental Research and Public Health, 19(18). Scopus. Documento en línea. Disponible https://doi.org/10.3390/ijerph191811526
Fujiki, M., Spackman, M. P., Brinton, B., & Illig, T. (2008). Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage. International Journal of Language and Communication Disorders, 43(3), 330-345. Scopus. Documento en línea. Disponible https://doi.org/10.1080/13682820701507377
Gaskin, G. E., & Borelli, J. L. (2020). Behavioral assessment techniques of personality in children. En The Wiley Encyclopedia of Personality and Individual Differences, Measurement and Assessment (pp. 427-431). Scopus. Documento en línea. Disponible https://doi.org/10.1002/9781119547167.ch141
Gillam, S. L., & Gillam, R. B. (2016). Narrative Discourse Intervention for School-Aged Children with Language Impairment Supporting Knowledge in Language and Literacy. Topics in Language Disorders, 36(1), 20-34. Documento en línea. Disponible https://doi.org/10.1097/TLD.0000000000000081
Gokula, R., Sharma, M., Cupples, L., & Valderrama, J. T. (2019). Comorbidity of auditory processing, attention, and memory in children with word reading difficulties. Frontiers in Psychology, 10(OCT). Scopus. Documento en línea. Disponible https://doi.org/10.3389/fpsyg.2019.02383
Graham, P. J., & Shuler-Krause, E. (2020). Building strong foundations for educational achievement: Language assessments in early childhood education for deaf and hard of hearing children. Psychology in the Schools, 57(3), 418-425. Scopus. Documento en línea. Disponible https://doi.org/10.1002/pits.22333
Graham, S., Aitken, A. A., Hebert, M., Camping, A., Santangelo, T., Harris, K. R., Eustice, K., Sweet, J. D., & Ng, C. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis. Journal of Educational Psychology. Scopus. Documento en línea. Disponible https://doi.org/10.1037/edu0000643
Guiberson, M., & Rodríguez, B. L. (2015). Nonword Repetition in Spanish-Speaking Toddlers with and without Early Language Delays. Folia Phoniatrica et Logopaedica, 67(5), 253-258. Documento en línea. Disponible https://doi.org/10.1159/000442745
Hamilton, S. S., & Glascoe, F. P. (2006). Evaluation of children with reading difficulties. American Family Physician, 74(12), 2079-2084. Scopus.
Hao, Y., & Zhao, J.-Z. (2022). Parent-implemented early language intervention strategies for children. Zhongguo Ertong Baojian Zazhi, 30(8), 818-821. Scopus. Documento en línea. Disponible https://doi.org/10.11852/zgetbjzz2022-0796
Hardman, G., Herman, R., Kyle, F. E., Ebbels, S., & Morgan, G. (2023). Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. Journal of Clinical Medicine, 12(17), 5755. Documento en línea. Disponible https://doi.org/10.3390/jcm12175755
Haring Biel, C., Buzhardt, J., Brown, J. A., Romano, M. K., Lorio, C. M., Windsor, K. S., Kaczmarek, L. A., Gwin, R., Sandall, S. S., & Goldstein, H. (2020). Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly, 50, 140-156. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.ecresq.2018.12.002
Henry, L. A., Messer, D. J., & Nash, G. (2015). Executive functioning and verbal fluency in children with language difficulties. Learning and Instruction, 39, 137-147. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.learninstruc.2015.06.001
Hettiarachchi, S., Ranaweera, M., & Disanayake, H. M. L. N. (2021). The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children. Deafness & Education International, 23(2), 145-168. Documento en línea. Disponible https://doi.org/10.1080/14643154.2020.1808275
Hincapié, L., Giraldo, M., Castro, R., Lopera, F., Pineda, D., & Lopera, E. (2007). Linguistic properties of specific language impairment. Revista Latinoamericana de Psicología, 39(1), 47-61. Scopus.
Junttila, K., Smolander, A.-R., Karhila, R., Kurimo, M., & Ylinen, S. (2023). Non-game like training benefits spoken foreign-language processing in children with dyslexia. Frontiers in Human Neuroscience, 17, 1122886. Documento en línea. Disponible https://doi.org/10.3389/fnhum.2023.1122886
Justice, L. M., Bowles, R. P., Turnbull, K. L. P., & Skibbe, L. E. (2009). School Readiness Among Children with Varying Histories of Language Difficulties. Developmental Psychology, 45(2), 460-476. Scopus. Documento en línea. Disponible https://doi.org/10.1037/a0014324
Koehlinger, K. M., Van Horne, A. J. O., & Moeller, M. P. (2013). Grammatical Outcomes of 3-and 6-Year-Old Children Who Are Hard of Hearing. Journal of Speech Language and Hearing Research, 56(5), 1701-1714. Documento en línea. Disponible https://doi.org/10.1044/1092-4388(2013/12-0188)
Kyritsi, E., & Varlokosta, S. (2022). The Social Dimension of Language Impairment. 212-219. Scopus.
Lane, J. D., Graley, D., Shepley, C., & Lynch, K. M. (2023). Systematic Review of Naturalistic Language Interventions in Schools: Child- and Adult-Level Outcomes for Verbal Communication. Remedial and Special Education, 44(4), 319-331. Scopus. Documento en línea. Disponible https://doi.org/10.1177/07419325221125887
Leclercq, A.-L., & Veys, E. (2014). Reflections on the selection of standardized tests in the diagnosis of specific language impairment. ANAE - Approche Neuropsychologique des Apprentissages chez l’Enfant, 26(131), 374-382. Scopus.
Lundequist, A., Böhm, B., & Smedler, A.-C. (2013). Individual neuropsychological profiles at age 51/2 years in children born preterm in relation to medical risk factors. Child Neuropsychology, 19(3), 313-331. Scopus. Documento en línea. Disponible https://doi.org/10.1080/09297049.2011.653331
Macchi, L., Schelstraete, M.-A., & Casalis, S. (2014). Word and pseudoword reading in children with specific speech and language impairment. Research in Developmental Disabilities, 35(12), 3313-3325. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.ridd.2014.07.058
Maillart, C., Schelstraete, M.-A., & Hupet, M. (2004). Phonological representations in children with specific language impairment. Enfance, 56(1), 46-62. Scopus. Documento en línea. Disponible https://doi.org/10.3917/enf.561.0046
Martínez - Verez, V., Gil-Ruiz, P., & Domínguez -Lloria, S. (2024). Interventions through Art Therapy and Music Therapy in Autism Spectrum Disorder, ADHD, Language Disorders, and Learning Disabilities in Pediatric-Aged Children: A Systematic Review. Children-Basel, 11(6), 706. Documento en línea. Disponible https://doi.org/10.3390/children11060706
Meyer, E., & Michel, G. (2020). Study of parental behavior in the links between ADHD symptoms and aggressive behavior in children between 3 and 6 years old. Annales Medico-Psychologiques, 178(3), 303-309. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.amp.2020.01.019
Mokaiti, F., & Karousou, A. (2021). The relationship between preschoolers’ lexical development and their psychosocial profile. Psychology, 26(1), 23-39. Scopus. Documento en línea. Disponible https://doi.org/10.12681/psy_hps.26246
Monshizadeh, L., Vameghi, R., Rahimi, M., Sajedi, F., Yadegari, F., & Hashemi, S. B. (2019). The effectiveness of a specifically-designed language intervention protocol on the cochlear implanted children’s communication development. International Journal of Pediatric Otorhinolaryngology, 126. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.ijporl.2019.109631
Montgomery, J. W., Evans, J. L., & Gillam, R. B. (2018). Memory and language in children with sli. En Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions (pp. 22-37). Scopus. Documento en línea. Disponible https://doi.org/10.4324/9781315302072
Mous, S. E., Schoemaker, N. K., Blanken, L. M. E., Thijssen, S., van der Ende, J., Polderman, T. J. C., Jaddoe, V. W. V., Hofman, A., Verhulst, F. C., Tiemeier, H., & White, T. (2017). The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The Generation R study. Applied Neuropsychology: Child, 6(1), 22-40. Scopus. Documento en línea. Disponible https://doi.org/10.1080/21622965.2015.1067214
Nachshon, O., & Horowitz-Kraus, T. (2019). Cognitive and emotional challenges in children with reading difficulties. Acta Paediatrica, International Journal of Paediatrics, 108(6), 1110-1114. Scopus. Documento en línea. Disponible https://doi.org/10.1111/apa.14672
Naess, K.-A. B., Lervag, A., Lyster, S.-A. H., & Hulme, C. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology, 135, 43-55. Documento en línea. Disponible https://doi.org/10.1016/j.jecp.2015.02.004
Nasir, L. S., & Nasir, A. (2022). Behavioral Problems of Children. En Family Medicine: Principles and Practice: Eighth Edition (pp. 263-273). Scopus. Documento en línea. Disponible https://doi.org/10.1007/978-3-030-54441-6_178
Nation, K. (2008). Developmental language disorders. Psychiatry, 7(6), 266-269. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.mppsy.2008.04.003
Pérez-García, M., Luna, J. D. D., Torres-Espínola, F. J., Martínez-Zaldívar, C., Anjos, T., Steenweg-De Graaff, J., Weber, M., Grote, V., Gruszfeld, D., Verduci, E., Poncelet, P., Escribano, J., Tiemeier, H., Koletzko, B., & Campoy, C. (2019). Cultural effects on neurodevelopmental testing in children from six European countries: An analysis of Nutrimenthe Global Database. British Journal of Nutrition, 122(s1), S59-S67. Scopus. Documento en línea. Disponible https://doi.org/10.1017/S0007114517000824
Pérez-Jara, C., & Ruíz, Y. (2022). Neuropsychological assessment in neurodevelopmental disorders in children. Revista Médica Clínica Las Condes, 33(5), 502-511. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.rmclc.2022.07.007
Quigley, D., & Smith, M. (2023). Getting the Word Out: How Teachers Can Recognise and Support Children with Developmental Language Disorder in an Inclusive Classroom. En The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies (pp. 467-482). Scopus. Documento en línea. Disponible https://doi.org/10.4324/9781003266068-32
Rahul, D. R., & Ponniah, R. J. (2019). Decoding the biology of language and its implications in language acquisition. Journal of Biosciences, 44(1), 25. Documento en línea. Disponible https://doi.org/10.1007/s12038-018-9832-8
Rakap, S., & Rakap, S. (2014). Parent-implemented naturalistic language interventions for young children with disabilities: A systematic review of single-subject experimental research studies. Educational Research Review, 13, 35-51. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.edurev.2014.09.001
Riggs, A. E., & Long, M. (2020). The Domain Frequency Association: A mental shortcut to guide children’s generalization of norms and preferences. Cognitive Development, 54. Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.cogdev.2020.100853
Sbrugnara, T., & Rocha de Vasconcellos Hage, S. (2024). Reading comprehension skills in children with language development disorder—Systematic review. Revista de Logopedia, Foniatría y Audiología, 44(4). Scopus. Documento en línea. Disponible https://doi.org/10.1016/j.rlfa.2024.100504
Snowling, M. J., & Hulme, C. (2012a). Annual research review: The nature and classification of reading disorders - A commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry and Allied Disciplines, 53(5), 593-607. Scopus. Documento en línea. Disponible https://doi.org/10.1111/j.1469-7610.2011.02495.x
Snowling, M. J., & Hulme, C. (2012b). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34. Documento en línea. Disponible https://doi.org/10.1111/j.1460-6984.2011.00081.x
Spencer-Ernandez, J., & Edwards-Kerr, D. (2018). Transitioning from basic school to grade one: Early identification of students at-risk for reading difficulties. Early Child Development and Care, 188(9), 1271-1286. Scopus. Documento en línea. Disponible https://doi.org/10.1080/03004430.2018.1433668
Teoh, W. Q., Brebner, C., & McCormack, P. (2012). Assessing the language skills of children from culturally and linguistically diverse backgrounds: The expressive vocabulary performance of Singaporean English-Mandarin bilingual pre-schoolers. International Journal of Speech-Language Pathology, 14(3), 281-291. Scopus. Documento en línea. Disponible https://doi.org/10.3109/17549507.2011.652171
Tommerdahl, J. (2009). What teachers of students with SEBD need to know about speech and language difficulties. Emotional and Behavioural Difficulties, 14(1), 19-31. Scopus. Documento en línea. Disponible https://doi.org/10.1080/13632750802655679
Turker, S., Seither-Preisler, A., Reiterer, S. M., & Schneider, P. (2019). Cognitive and Behavioural Weaknesses in Children with Reading Disorder and AD(H)D. Scientific Reports, 9, 15185. Documento en línea. Disponible https://doi.org/10.1038/s41598-019-51372-w
Vicari, S., Mantovan, M., Addona, F., Costanzo, F., Verucci, L., & Menghini, D. (2012). Neuropsychological profile of Italian children and adolescents with 22q11.2 deletion syndrome with and without intellectual disability. Behavior Genetics, 42(2), 287-298. Scopus. Documento en línea. Disponible https://doi.org/10.1007/s10519-011-9499-5
Virtala, P., Kujala, T., Partanen, E., Hamalainen, J. A., & Winkler, I. (2023). Neural phoneme discrimination in variable speech in newborns-Associations with dyslexia risk and later language skills. Brain and Cognition, 168, 105974. Documento en línea. Disponible https://doi.org/10.1016/j.bandc.2023.105974
Willcutt, E. G., Sonuga-Barke, E. J. S., Nigg, J. T., & Sergeant, J. A. (2008). Recent developments in neuropsychological models of childhood psychiatric disorders. Advances in Biological Psychiatry, 24, 195-226. Scopus. Documento en línea. Disponible https://doi.org/10.1159/000118526
Williams, G. J., & Larkin, R. F. (2023). Translation and Transcription Processes in the Writing Skills of Children with Developmental Language Disorder: A Systematic Review. Topics in Language Disorders, 43(4), 283-301. Scopus. Documento en línea. Disponible https://doi.org/10.1097/TLD.0000000000000324
Willis, S., Goldbart, J., & Stansfield, J. (2014). The strengths and weaknesses in verbal short-term memory and visual working memory in children with hearing impairment and additional language learning difficulties. International Journal of Pediatric Otorhinolaryngology, 78(7), 1107-1114. Documento en línea. Disponible https://doi.org/10.1016/j.ijporl.2014.04.025
Zuluaga Arroyave, T., Delgado Reyes, A. C., Zuluaga Valencia, J. B., Aldana, L. A., Sánchez López, J. V., Salamanca Duque, L. M., Restrepo Mejía, F., Andrés Naranjo Galvis, C., Orrego-Cardozo, M., Giraldo-Torres, L. R., & Arboleda Sánchez, V. A. (2023). Cognitive and social profile in children with autism spectrum disorder. Quadernos de Psicología, 25(1). Scopus. Documento en línea. Disponible https://doi.org/10.5565/REV/QPSICOLOGIA.1818