Disfunción ejecutiva en el trastorno específico del lenguaje
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2013
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Elsevier
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Quintero, Itziar, et al. «Disfunción ejecutiva en el Trastorno Específico del Lenguaje». Revista de Logopedia, Foniatría y Audiología, vol. 33, n.o 4, octubre de 2013, pp. 172-78. https://doi.org/10.1016/j.rlfa.2013.07.003.
Abstract
Existe un acuerdo creciente entre la comunidad científica en la necesidad de considerar el rendimiento neuropsicológico como elemento coadyuvante en la caracterización sintomática del Trastorno Específico del Lenguaje (TEL). La estrecha relación entre la adquisición y el uso del lenguaje con funciones de otros dominios cognitivos fundamenta dicha necesidad. En este contexto, se presenta un estudio en el que se ha evaluado el rendimiento neuropsicológico en funciones ejecutivas de una muestra de 31 niños diagnosticados de TEL y 19 niños control. El protocolo de evaluación incluía pruebas destinadas a evaluar: memoria de trabajo verbal y visoespacial; planificación; fluidez verbal y de diseño; inhibición y alternancias. Los resultados encontrados evidenciaron que el grupo TEL presenta un rendimiento inferior en todas las variables. Concretamente, los déficits se objetivan en todas las funciones ejecutivas evaluadas excepto en planificación. Tomados de forma conjunta, consideramos que nuestros resultados ponen en valor la necesidad de contemplar el rendimiento ejecutivo en el diagnóstico de los niños con TEL y sus implicaciones en la elaboración de intervenciones terapéuticas eficaces.
There is growing consensus among the scientific community on the need to consider neuropsychological performance as a coadjuvant element in the symptomatic characterization of Specific Language Impairment (SLI). This need is based on the close relationship between language acquisition and use and the functions of other cognitive domains. The aim of this study was to assess executive function performance in a sample of 31 children diagnosed with SLI and 19 control children. The neuropsychological protocol included tests that assessed verbal and visuospatial working memory, planning, verbal and design fluency, inhibition, and alternations. The results showed that the SLI group performed worse in all variables. Specifically, deficits were observed in all executive functions assessed except planning. Overall, our results suggest the need to take executive performance into account in the diagnosis of children with SLI and to consider its implications for the development of effective therapeutic interventions.
There is growing consensus among the scientific community on the need to consider neuropsychological performance as a coadjuvant element in the symptomatic characterization of Specific Language Impairment (SLI). This need is based on the close relationship between language acquisition and use and the functions of other cognitive domains. The aim of this study was to assess executive function performance in a sample of 31 children diagnosed with SLI and 19 control children. The neuropsychological protocol included tests that assessed verbal and visuospatial working memory, planning, verbal and design fluency, inhibition, and alternations. The results showed that the SLI group performed worse in all variables. Specifically, deficits were observed in all executive functions assessed except planning. Overall, our results suggest the need to take executive performance into account in the diagnosis of children with SLI and to consider its implications for the development of effective therapeutic interventions.