Systematic review of the use of PESICO and PROGRESS for school interventions using BeHeMOTh tools with a theoretical relationship to the GRADE recommendations: A perspective from the speech-language pathology perspective.
DOI:
https://doi.org/10.24054/rcsf.v7i2.1303Keywords:
Speech Therapy, School Intervention , PESICO , PROGRESS , BeHeMOThAbstract
INTRODUCTION: The presented work addresses the existing need to know what are the intervention methodologies in the school area that the speech therapist can use, for this a literary review was carried out, in order to respond to the base need. It was consulted through the PESICO question formulation tool and the PROGRESS information characterization tool. METHODS: This research was developed under the qualitative approach, the documentary type design, in order to carry out a systematic review on the different tools and procedures used for school interventions from a speech-language pathology perspective, using a theoretical sample. RESULTS: 13 articles were selected by applying the exclusion criteria, the search terms and taking into account what was established by the BeHeMOTh methodology, in addition to representing the classification, the studies through the PROGRESS tool and the identification of the topics through the acronym PESICO, the interventions are referents in the areas of language, hearing, reading, writing, logical-mathematical and learning. ANALYSIS AND DISCUSSION: The evidence found reflects that the speech therapist can perform in the educational field by developing interventions that have to do with his professional work, such as the approach to reading, writing, logical mathematical processes, learning, linguistics, etc. As stipulated by law 336 of 1997 CONCLUSIONS: School interventions are complemented by the professional action of the speech therapist, since his work in this context allows the management of difficulties that arise in processes related to learning, reading and writing, logical mathematical and linguistic skills, contributing their knowledge to the development of curricula appropriate to the needs of the groups and enhancing the skills of each schoolchild.
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Copyright (c) 2021 Nini Mejía Martínez, Victor Caicedo Téllez , Diego Rivera Porras
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