Abordaje integral del desarrollo lingüístico y funcionamiento ejecutivo en niños/as con sorderainfluencia de las modalidades comunicativas

Abstract

Children with hearing loss, despite technological advances and early intervention, often have lower outcomes in language and executive performance than their hearing peers. This is usually due to or closely related to the communicative models used and the support provided by the social and family environment.In view of this situation and given that scientific evidence does not establish a specific communicative modality that stands out above others and achieves optimal linguistic and executive development, the aim of this study was to analyze the communicative variables of the population of children with deafness in relation to their language development and executive functioning.A sample of 143 participants between 5 and 11 years of age (70 with hearing loss and 73 hearing) were tested with the CELF5 and the BRIEF-2, considering the communicative modality used and proficiency in one or more oral languages.The results obtained indicate that it is essential to improve interventions with children with hearing loss and their families, in order to achieve a communicative and executive development similar to the hearing population, taking into account that not only technology should advance but also the training and performance of people who rehabilitate children with deafness, proposing quality interventions focused on improving communication in an early way by providing support resources for the first fundamental moments in the development