Intervenciones internacionales en el Trastorno del Desarrollo del Lenguaje y transferencia al contexto español
DOI:
https://doi.org/10.55040/pqqn5y93Palabras clave:
trastornos del habla, desarrollo del lenguaje, dificultad en el aprendizaje, participación de los padres, educación inclusivaResumen
En este artículo se propone identificar qué programas de intervención en Trastorno del Desarrollo del Lenguaje cuentan con evidencias de eficacia y sintetizar los factores de implementación para su transferibilidad al sistema educativo español. Para ello se desarrolla una revisión con síntesis narrativa de ensayos controlados, revisiones sistemáticas y evaluaciones de programas (2015-2025). Se analizaron intervenciones mediadas por familias, programas escolares, enfoques narrativos y marcos multinivel, extrayendo información sobre foco, dosis, agente, fidelidad y mantenimiento de los efectos. Los análisis realizados muestran que las intervenciones parentales y en contextos naturales mejoran vocabulario y combinaciones de palabras cuando incluyen coaching y práctica distribuida. Los programas escolares y las propuestas de oracy obtienen ganancias en vocabulario, narrativa y comprensión si combinan instrucción explícita y andamiaje conversacional. En vocabulario y morfosintaxis, los mejores resultados se asocian a la integración de tareas fonológicas y semánticas, el uso de recasts y pistas auditivas y el trabajo en contextos narrativos, aunque la transferencia a situaciones reales es desigual y disminuye sin seguimiento. Las intervenciones narrativas individualizadas mejoran la macroestructura del relato mediante apoyos visuales y retirada progresiva del andamiaje. La evidencia procede de países anglófonos, lo que limita su aplicación directa a lenguas flexivas como el español. De cara a su aplicación en España, los hallazgos indican que la transferibilidad al contexto español exige adaptar lingüística y culturalmente los materiales, insertar las intervenciones en marcos multinivel con evaluación combinada, reforzar la formación docente y la mediación familiar y definir protocolos de fidelidad y dosificación. Priorizar combinaciones fonológico-semánticas con soporte narrativo, programas parentales estructurados y diseños multinivel puede optimizar el impacto y la escalabilidad en centros educativos españoles.
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Derechos de autor 2026 Juan Carlos Copero Montoya
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