Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Publicado
Percepciones de terapeutas ocupacionales sobre el lenguaje y la comunicación de los niños con déficit de integración sensorial
Language and communication in children with sensory deficit: the occupational therapists perception
Palabras clave:
integración sensorial, desarrollo del lenguaje, fonoaudiología, terapia ocupacional. (es)Sensory integration, language development, speech language pathology, occupational therapy. (en)
Antecedentes. Los terapeutas ocupacionales y fonoaudiólogos trabajan, con frecuencia, en equipo interdisciplinario, para que los niños con déficit de integración sensorial puedan mejorar su desempeño personal, social y escolar. Estos equipos interprofesionales desarrollan con la práctica una valiosa comprensión de las características lingüísticas y comunicativas de los niños en tratamiento.
Objetivo. Describir la percepción que tienen los terapeutas ocupacionales sobre las características lingüísticas y comunicativas de los niños con déficit de integración sensorial.
Material y métodos. Se realizaron entrevistas semiestructuradas a cinco terapeutas ocupacionales de Bogotá, certificadas como integradoras sensoriales, con experiencia en el manejo de niños (entre los 4 y 6 años) con diagnóstico de déficit de integración sensorial.
Resultados. Los resultados muestran que los niños con déficit de integración sensorial, dependiendo del tipo de sistema sensorial afectado, se describen como niños con un lenguaje desorganizado, dificultades de habla y de escritura. Esta situación sugiere la necesidad de trabajo interdisciplinario con el fonoaudiólogo.
Conclusión. Según la opinión de las terapeutas ocupacionales entrevistadas, la intervención en terapia ocupacional basada en la integración sensorial es efectiva y produce cambios positivos en el lenguaje, y no siempre es necesaria la intervención fonoaudiológica a menos que el niño muestre problemas importantes con el habla y la escritura. Estos hallazgos sugieren la necesidad de trabajo interprofesional.
Background. Occupational therapists and speech language pathologists working together for helping children, who suffer sensory integration dysfunction, to improve their personal, social and educational performance. Therapists develop a valuable understanding of the communicative and linguistic characteristics of children under treatment through their experience on this field.
Objective. Describing the insight occupational therapists create on the communicative and linguistic characteristics of children suffering from sensory integration dysfunction.
Materials and method. Five occupational therapists from Bogota, Colombia, were interviewed. These therapists have had experience in handling children diagnosed SID (between 4 and 6 years of age), and have been certified as Sensory Integrators.
Results. The results show that children who have sensory integration dysfunction (SID), depending on the type of sensory system being affected, can be featured by having a disorganized use of language, in addition to speech and writing difficulties.
Conclusions. The intervention in occupational therapy based on sensory integration is effective and produces positive changes in language use. The patients are sent to speech language pathology after achieving some progress in the treatment in occupational therapy.
Descargas
Citas
Ayres AJ. La Integración Sensorial y el Niño, Madrid: Trillas; 1998.
Cantu C. An Introduction to: Early Childhood Sensory Integration. The Exceptional Parent. 2002; 32: 47-55.
Watling R, Bodison S, Henry D, Miller H. Sensory Integration: It’s Not Just for Children. Sensory Integration Special Interest Section Quarterly. 2006; 29: 1-4.
Chan Ch. Dealing with Sensory Integrative Dysfunction in the Classroom: A Guide for Early Elementary Teachers. Paper presented at the American University College or Arts and science Students Research conference. Washington DC. 1995: 22.
Rose D, Rose K. Deficits in executive function processes: A curriculum-based intervention. In L. Meltzer (Ed.). Executive Function in Education: From Theory to Practice. New York: Guilford Publications; 2007.
Gordon G, Anzalone M. Sensory Integration and Self Regulation in Infants and Toddlers: Helping very Young Children Interact with their Environment, USA: Zero to Three Press, 2001: IX-X.
Krüger R, Krüger J, Hugo R, Campbell N. Relationship Patterns Between Central Auditory Processing Disorders and Language Disorders, Learning Disabilities, and Sensory Integration Dysfunction. Communication Disorders Quarterly. 2001; 22: 87-98.
Ayres AJ. Sensory integration and the child. Los Ángeles: Western Psychological Services. 2005: 10-15.
Mauer D. Issues and Applications of Sensory Integration Theory and Treatment with Children with Language Disorders. Journal of Language Speech and Hearing Services in Schools. 1999; 30: 383-392.
Trott M, Laurel M, Windeck S. Understanding Sensory Integration. Tuczon, AZ: Theory Skill Builders; 1993. Citado por Mauer, D. Issues and Applications of Sensory Integration Theory and Treatment with Children with Language Disorders. Journal of Language Speech and Hearing Services in Schools. 1999; 30: 383-392.
Baranek G, Berkson G. Tactile Defensiveness in Children with Developmental Disabilities: Responsiveness and Habituation. Journal of Autism and Developmental Disorders. 1994; 24: 457-471.
Quiros J, Schrager O. Lenguaje, Aprendizaje y Psicomotricidad. Buenos Aires: Panamericana. 1979; 53, 174-176.
Smith D, Salinas F. Effectiveness Of Multimodality Sensory Integration and Computer Applications on Motor Planning Processes of Pre-Writing and Writing Skills in Children Ages 4-7. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference. Chesapeake, VA: AACE. 2003: 3302.
Windeck C, Laurel M. A Theoretical Framework combining speech-language therapy with sensory integration treatment. Sensory Integration 1989, 12, 1-7. Citado por Mauer, D. Issues and Applications of Sensory Integration Theory and Treatment with Children with Language Disorders. Journal of Language Speech and Hearing Services in Schools. 1999; 30: 383-392.
Roley S, Wilbarger J. What is Sensory Integration? A Series of Interviews on the Scope, Limitations, and Evolution of Sensory Integration Theory. Sensory Integration Special Interest Section Newsletter. 1994; 17: 1-7.
Godwin P, McKendry L. Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder, Great Britain: Arthenacum Press. 2005: 51-52.
Biel L, Peske N. Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Integration Issues, New York: Peguin Books. 2005: 6-10.
Licencia
Derechos de autor 2010 Revista de la Facultad de Medicina
Esta obra está bajo una licencia Creative Commons Reconocimiento 3.0 Unported.
-
