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Using Learning Potential to Evaluate Children with Specific Language Impairment

Published online by Cambridge University Press:  07 August 2013

Mª Auxiliadora Robles-Bello  and
Mª Dolores Calero García
Mª Auxiliadora Robles-Bello*
Affiliation:
Universidad de Jaén (Spain)
Mª Dolores Calero García
Affiliation:
Universidad de Granada (Spain)
*
*Correspondence concerning this article should be addressed to Mª Auxiliadora Robles Bello. Departamento de Psicología de la Universidad de Jaén. Campus de las Lagunillas. C.P. 23071. Edificio C5, despacho 148. Jaén (Spain). E-mail: [email protected]
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Abstract

This article presents research on a learning potential assessment that was administered to 32 preschool children with typical development, and 32 with specific language impairment receiving treatment at CADIT: the Children’s Center for Early Intervention and Development. The study’s main objective was to examine whether the language-impaired group’s cognitive profile could improve by applying learning potential methodology. Its second aim was to demonstrate the effectiveness of mediation in both groups. The results revealed significant differences between the two groups at pretest on most subscales. As for the second objective, we observed differences between pretest and posttest scores in both groups. In the second group, all differences were significant except in the case of classification and auditory memory, while in the first group, the differences between pretest and posttest scores were significant on all sub-scales but visual memory.

Keywords

cognitive abilitieslearning potentialspecific language impairmentearly intervention
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 16 , 2013 , E68
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2013 

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