Revisión sistemática del uso de pesico y progress para intervenciones escolares utilizando herramientas behemoth con relación teórica de las recomendaciones grade: una mirada desde la fonoaudiología.

Abstract

INTRODUCTION: The work presented 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 basic need. It was consulted through the PESICO question formulation tool and the information characterization tool PROGRESS METHODS: This research was developed under the qualitative approach, documentary design, in order to carry out a systematic review of the different tools and procedures used for school interventions from a phonoaudiological perspective, using a theoretical sample RESULTS: Thirteen articles were selected 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 using the PROGRESS tool and the identification of the topics through of the acronym PESICO, the interventions refer to the areas of language, listening, reading, writing, logical mathematical and learning. ANALYSIS AND DISCUSSION: The evidence found reflects that the speech therapist can perform in the educational field by preparing interventions that have to do with his professional work, such as the approach in 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 handling of difficulties that arise in processes related to learning, reading-writing, logical, mathematical and linguistic skills, providing their knowledge for the development of curricula appropriate to the needs of the groups and enhancing the skills of each school.