Design, Applicability and Effectiveness of strategies to stimulate language in vulnerable children with communication disorders

Among the actions carried out, in the intervention processes, it is first evident that strategies based on the lexical and semantic components are applied, under the intervention approaches and models: focused stimulation model and teaching approaches in the natural environment. (the conversation), Language intervention methodology and educational resources. The interventions were significantly valuable since it was possible to observe the behavior relatively more in the female than in the male gender, with p 0.019* in expository writing in pre-intervention processes and p 0.035* in post-intervention, and in narrative writing a p 0.019. * pretest and p 0.048* the posttest (Chi2 test); For Fisher's exact test, it is evident that in expository writing a p 0.023* in pre-intervention processes and a p 0.034* post-intervention, and in narrative writing a p 0.023* pretest and a p 0.046* in the posttest; and in the McNemar test with a behavior of p 0.0312* comparing the results of the retest and posttest. For syntactic processes, punctuation marks and semantics, 61.91 (n=13) are at high and medium level, and 38.1% (n=13) are at doubtful and low levels. For the reading processes in the Chi2 test, Fisher's exact test and McNemar's test, non-significance was found but they were close to it and it was possible to infer the measurable processes with complementary aspects to the intervention, including social, behavioral, consistency with the intervention, the deficiency in a possible cognitive or metalinguistic process; Therefore, it is evident that the variables closest to significance and that the researchers consider worth highlighting are: in the aspect of letter identification, word reading, pseudowords, syntactic and semantic processes and punctuation marks, p 0.040* (significant ) in the pre-intervention; in the process of reading pseudowords and syntactic processes with p 0.067 (close to significant) post-intervention. In the Fisher exact test in the process of reading pseudowords and syntactic processes with p 0.070 (close to significant) post-intervention. But regarding the McNemar test, the processes of reading words, pseudowords, syntactic and semantic processes and punctuation marks, p 0.0625* (close to significant); It should be noted that the researchers state that during the intervention there were participants with reading and writing processes without beginning it and during the intervention they managed to begin to develop the process, therefore the limitation before the aforementioned was greater intervention and frequency in the attendance of the population. to the foundation.