Abstract
INTRODUCTION:Narrative is a competence in the functional development of communication that predicts academic performance in children. We studied narrative in children with developmental disorders in order to develop better therapeutic strategies.
METHODS:Cross-sectional analytical controlled study. We included subjects age 9 to 17 years old, evaluated with the Mind Theory Test (TOM) of Sally and Anne in which they have to repeat a story. We evaluated total number of words (TP), total number of sentences (TO), average words per sentence (PPO), syntax (S) and ability to express the central idea of the story (ICR).
RESULTS:We included 61 subjects in two groups. Group 1 or control with 24, Group 2 with 37 subjects (with a diagnosis of attention deficit disorder (ADD), literacy disorder (TLE), autistic spectrum disorder (ASD), intellectual disability (ID)). TOM 3 was correctly answered by 18 subjects of Group 1, 7 of ADD, 4 of the TLE, 5 of the ID and 3 participants with TEA. The Group 2 presented different degrees of narrative difficulties. All children said more words when they grew up without distinction by gender.
DISCUSSION:Children with developmental disorders present a lower performance in narrative aspects depending of the disorder, which allows to carry out therapeutic strategies according to their needs.
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