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Este proyecto tenía el objetivo de determinar el perfil de comprensión lector del alumnado con sordera e implante coclear. Los datos fueron recogidos en varios centros educativos, domicilio y facultades de varias provincias españolas a lo largo de un año. Los datos presentados son los reportados por pruebas offline (PROLEC, WISC-V, PEABODY y cuestionario de Rouet y Eme (2002)) y por pruebas online (registro de movimientos oculares durante una tarea experimental.

Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary interventions for 2- to 18-year-old DHH children and adolescents without comorbidities. We conducted separate meta-analyses using a random-effects model on receptive oral vocabulary, expressive oral vocabulary, and signed vocabulary. We assessed the methodological quality of each paper. This review is preregistered in PROSPERO (International Prospective Register of Systematic Reviews) with ID CRD42021243479. Results: We included 25 group studies in this review out of 1,724 identified records. The quality assessment of the studies revealed risk of bias ranging from some concerns to high risk. Experimental vocabulary instruction produced improvement in receptive oral vocabulary (Hedges's g = 1.08, 95% CI [0.25, 1.90], I2 = 93.46, p = .01), expressive oral vocabulary (Hedges's g = 1.00, 95% CI [0.18, 1.83], I2 = 96.37, p = .02), and signed vocabulary (Hedges's g = 1.88, 95% CI [1.09, 2.66], I2 = 96.01, p < .001) in the experimental groups. Written vocabulary and general vocabulary skills are also reported as a synthesis of results. Conclusions: Multisensory and multimodal explicit vocabulary instruction for DHH children and adolescents is helpful in improving vocabulary acquisition with respect to baseline levels. However, its effectiveness must be carefully interpreted due to the lack of proper control groups and details on treatment as usual reported in the studies.

Todas las personas necesitan apoyarse en elementos del contexto para desenvolverse por los entornos de manera autónoma. Esta necesidad se concreta en apoyos específicos cuando las personas tienen dificultades en comprensión permanentes o circunstanciales. Para que un contexto sea accesible universal y cognitivamente se emplean pictogramas para identificar los entornos. Estos pictogramas constituyen una señalética que debe ser validada por procesos estandarizados como describe la Normativa ISO-9186. El objetivo del estudio fue ampliar la base de pictogramas disponibles para la señalización de edificios y evaluar su diseño accesible. Los datos se recogieron por entrevista online y por formulario autocompletado online, en dos fases, la evaluación de la comprensibilidad y la translucidez, así como la calidad perceptual de los pictogramas. Un total de 1462 personas evaluaron la comprensión de los pictogramas y 270 su calidad perceptiva. Dicha muestra incluye participantes de diferentes colectivos y perfiles cognitivos. Se evaluaron 151 pictogramas y fueron 55 los seleccionados por cumplir criterios de comprensión, translucidez y calidad perceptiva. Este resultado supone una contribución relevante a las bases de pictogramas de uso público y privado existentes y aporta recursos señaléticos validados que pueden beneficiar a todas las personas facilitando la accesibilidad cognitiva en los espacios., Everyone needs to rely on elements in their context to move around their own environment with independence. People with permanent or temporary comprehension difficulties need specific support to be able to do so. Pictograms are some of the supports that can render a context cognitively and universally accessible. They are signs which need to be validated using standardized norms such as ISO 9186. This study aimed to increase the number of pictograms available for signposting buildings, and to evaluate their accessibility. Data were collected both via online interviews and self-administered questionnaires, in two phases: assessment of comprehensibility and translucency, and perceptual quality. A total of 1462 participants assessed the pictograms’ comprehension and 270 evaluated their perceptual quality. The sample included individuals of different groups and cognitive profiles. One hundred and fifty one pictograms were evaluated and 55 were selected after fulfilling comprehension, translucency, and perceptual quality criteria. The study is a relevant contribution to the database of pictograms available for use in private and public buildings and provides a group of validated signs that can benefit everyone by facilitating cognitive accessibility in spatial environments.

Este estudio pretende conocer cómo es el rendimiento en varias tareas relacionadas con la Teoría de la Mente dentro de la población con discapacidad intelectual. Estas están formadas por tareas de primer y segundo orden y una prueba sobre atribuciones de estados mentales. El trabajo se inicia con una revisión sobre la definición de la Teoría de la mente, los instrumentos que se han empleado en su estudio y qué resultados se han obtenido hasta la fecha en la población con discapacidad intelectual. La muestra se compone de 30 adultos, 15 de ellos con discapacidad intelectual, y 15 niños/as de desarrollo normativo. Entre los resultados que hallan, se ha encontrado, por un lado, que el grupo control adultos realiza más atribuciones de estados mentales y, por otro lado, que existen algunas diferencias de rendimiento en las tareas de primer orden entre el grupo control niños y el grupo de adultos con discapacidad intelectual., This study aims to know the performance of adults with intellectual disability in several tasks related to the Theory of Mind. They consist of tasks of first and second order and mental states attributions test. The work starts with a review to define the Theory of mind, in order to know how it has been studied and what results have been previously obtained. The sample is composed of 30 adults, 15 of them with intellectual disability, and 15 children of normative development. The results obtained, found that the adult control group makes more attributions of mental states and there are some differences in the performance of the first-order false belief tasks between children control group and the clinical group.