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[Language disorders in the light of K-ABC]
C Timoneda Gallart1, F Pérez Alvarez
1Departamento de Pedagogía, Facultad de Ciencias de la Educación, Universitat de Girona.
Anales Espanoles De Pediatria
|November 1, 1996
Summary
Sociocultural factors like bilingualism and parental education significantly impact language disorders in preschool children. Pediatricians and psychologists can collaborate for better diagnosis and intervention strategies.
Area of Science:
- Developmental Psychology
- Pediatrics
- Linguistics
Background:
- Inconsistent terminology complicates the study of dysfunctional children, particularly those with speech and language disorders.
- Pediatricians face challenges in diagnosing these disorders and developing effective intervention strategies.
Purpose of the Study:
- To assess language disorders in preschool children using the Kaufman Assessment Battery for Children (K-ABC) test.
- To identify sociocultural and socioeconomic factors influencing language development and disorders.
Main Methods:
- The K-ABC test was administered to 261 preschool children aged 3-6 years.
- Statistical analysis included the Chi-square test and the Mantel-Haenzel stratified Chi-square test.
Main Results:
- Bilingualism was found to be a statistically significant factor in language disorders.
- Parental educational level and occupation (sociocultural/socioeconomic factors) also emerged as significant predictors.
Conclusions:
- The study demonstrates the ability to differentiate between learning and language disabilities.
- Language disorders are associated with bilingualism and parental socioeconomic status.
- Collaboration between pediatricians and psychologists is crucial for effective management.