Biomedical subjects

A Ygual-Fernández

Publications and source records attributed to A Ygual-Fernández.

5 recordsLinked to original sources

PubMed2006

[A proposal for intervention in dysorthographic disorders by attending to the semiology of the mistakes].

INTRODUCTION: A careful analysis of the mistakes made by children with learning disabilities in writing reveals a number of qualitatively distinct errors, each of which is directly related to one of the fundamental processes underlying the ability to spell correctly, that is to say, perceptive-linguistic, metalinguistic, operative memory and long-term memory processes, among others. The objective of this study is to describe our proposal for a methodology for treating children with orthography learning difficulties that takes these processes into account. DEVELOPMENT: A thorough analysis of the orthographic mistakes and their semiological classification is taken as our starting point, and we then put forward a sequence of instruction for each kind of error that tackles the deficient psycholinguistic processes, offsets the weaker points of the processing with the stronger points, and aims to get the child to learn a large number of words, thus favouring the metacognitive and self-regulatory processes applied to writing. CONCLUSIONS: Teaching pupils with dyslexic and dysorthographic problems to spell and write correctly entails important methodological difficulties. In our clinical practice we have attempted to develop teaching processes that fit the semiological characteristics of the spelling errors by trying to modify both the pupil's actual academic performance and the psycholinguistic processes that underlie such errors.

Agraphia↗

PubMed2005

[Verbal dyspraxia: its clinical characteristics and treatment with speech therapy].

INTRODUCTION: Verbal dyspraxia is a specific developmental language disorder that is characterised by a deficit at different levels of speech processing: in phonological planning, in phonetic planning and in the implementation of the speech motor programme. DEVELOPMENT: In this study we review the criteria for differential diagnosis, the tests that are useful to achieve this and the possible lines of speech therapy treatment.

Apraxias↗

PubMed2003

[Speech therapy intervention in phonological disorders from the psycholinguistic paradigm of speech processing].

The aim of this study is to present a survey of speech therapy intervention in phonological disorders (PD). We will examine the concepts of normal phonological development and those involved in PD in order to understand how they have been dealt with, historically, in speech therapy intervention. Lastly, we will describe how evaluation and intervention are carried out from the speech processing paradigm. Phonetic phonological skills allow people to decode the phonic strings they hear so as to be able to gain access to their phonological form and meaning. These abilities also enable them to encode these strings from lexical representations to pronounce words. The greater part of their development takes place during approximately the first four years of life. Speech processing difficulties affect the phonetic phonological skills and occur throughout almost all language pathologies, although the effect they exert is not always the same. This can range from a lack of the capacity to speak to important problems of intelligibility or mild problems with certain phonemes. Their influence on learning to read and write has been shown in recent decades. Speech therapy intervention began from a model based on articulatory phonetics. In the 70s a linguistic model based on the process of speech simplification and phonological analysis was added and this gave rise to a marked improvement in the systems used for evaluation and intervention. At present we have assumed a psycholinguistic model that links the perceptive skills with productive ones and top-down or bottom-up processing (from lexical representations to perception or production of phonemes and vice-versa).

Articulation Disorders↗

PubMed2002

[Phonological processing in children with attention deficit hyperactivity disorder: is methylphenidate effective?].

INTRODUCTION: Although attention deficit hyperactivity disorder (ADHD) is usually associated with language disorders, there are few studies of phonological processing and the efficacy of psychostimulants (methylphenidate) on this. OBJECTIVE: 1. To find whether there are differences in the development of phonological processing, evaluated using linguistic segmentation tests and tests of lexical fluency with a phonetic mediator, between children with ADHD and normal children; and 2. To analyze the effects of methylphenidate on the phonological processing of children with ADHD. PATIENTS AND METHODS: For the first objective, 37 children with ADHD and 37 normal children aged between 5 and 12 years were studied. Twenty were boys and 16 girls of lower middle class. Of these children, 18 of the ADHD and 18 of the normal group were studied for the second objective, 15 boys and 3 girls. Three different tests were used to evaluate aspects of phonological processing: induced phonological register, linguistic follow up and lexical fluency with phonetic mediation. RESULTS: Significant differences were found between the experimental and control groups when carrying out all types of phonological processing tasks. In the experimental group, with or without methylphenidate, improvement was seen in lexical fluency tasks whereas linguistic segmentation test improvement was limited. CONCLUSIONS: These results show the importance of evaluating phonological processing in children with ADHD since this affects learning to read and write.

Attention Deficit Disorder with Hyperactivity↗

PubMed1997

[Neurocognitive treatment for learning disabilities].

The present study examines the viability of an intervention model intended to develop cognitive and metacognitive strategies, by sel-instructional procedures. Furthermore the results of programs that explore the efficiency of this model in the interventions for students with learning disabilities (LD) are discussed. Finally, a number of guidelines for the future research in this area are included, underlining the importance of contextualizing the programs aimed in teaching to thinking.

Cognitive Behavioral Therapy↗