Psycholinguistic treatment in a girl with intellectual disability

Authors

  • Veronika Danet Neyra Dianderas Facultad de Tecnología Médica, Universidad Nacional Federico Villareal. Lima, Perú.

DOI:

https://doi.org/10.20453/rhr.v4i2.4161

Abstract

Difficulties in the acquisition of reading generates the need for all language rehabilitation professionals to integrate new treatments with the aim of meeting the needs of school inclusion and reducing the lack of studies in speech therapy that justify a model of psycholinguistic intervention in children with intellectual disabilities who attend regular schools. Objective: To determine if a psycholinguistic program improves reading in a girl with mild intellectual disability. Material and Methods: The research was deductive and experimental design. The instrument used to design the program was the Illinois Psycholinguistic Aptitude Test and data were collected for the baseline, during and after treatment with the Evaluate 1 reading sub-test. Results: After calculating the index for the estimation of effect size, the value indicates that the program was a very effective treatment with a large effect. Conclusion: The psycholinguistic model as a treatment to improve reading worked; however, this effect did not reach the normal value in reading competence.

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Published

2022-03-29

How to Cite

Neyra Dianderas, V. D. (2022). Psycholinguistic treatment in a girl with intellectual disability. Revista Herediana De Rehabilitación, 4(2), 56–62. https://doi.org/10.20453/rhr.v4i2.4161

Issue

Vol. 4 No. 2 (2021): July - December

Section

CASE REPORTS

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