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We reviewed studies reporting linguistic and/or motor skills in siblings of children with autism spectrum disorder (ASD) compared to those in siblings of children with typical development. The results showed that as a group, those infants who have siblings with ASD have less advanced linguistic and motor skills. These differences are detectable when infants are 12 months old and seem to be sustained until they are 3 years old. Differences in language skills are larger than those in motor skills.

El presente trabajo indaga en aspectos de la gramatica y del discurso narrativo que son problemáticos para los niños con Trastorno Específico del Lenguaje (TEL). Participaron 60 niños hablantes del español: 20 niños con TEL cuyo promedio de edad fue 6.6 y dos grupos controles: 20 niños con desarrollo típico equiparados en edad cronológica y 20 niños con desarrollo típico igualados por Longitud Media del Enunciad (LME). Cada niño escuchó tres cuentos que recontó y luego respondió preguntas sobre los relatos. Las narraciones se analizaron según aspectos gramaticales (complejidad y gramaticalidad de las oraciones) y discursivos (estructura y relaciones semánticas). Se corrigieron las respuestas infantiles distinguiendo respuestas literales e inferenciales. Los resultados muestran que el grupo con TEL en gramaticalidad de las oraciones y en comprensión narrativa evidencia un comportamiento semejante al de los controles equiparados por LME. No obstante, en complejidad de las oraciones y en producción narrativa sus coloma, mendoza y carballo: desempeño 68 desempeños fueron similares a ambos controles. En consecuencia, los núcleos problemáticos de los niños con TEL más evidentes en gramática es la agramaticalidad de las oraciones y en narración la comprensión narrativa.Palabras clave: Trastorno específico del lenguaje, Narración, Gramática. AbstractThis study focuses on the grammatical and narrative performance of children diagnosed with specific language impairment (SLI). Sixty native Spanish-speaking children were grouped as follows: SLI group (n=20, mean age=6.6 years), chronological-age control group (typical language development children n=20), and MLU control group (typical language development children paired by Mean Length Utterance, n=20). All children were asked to listen and retell three narratives, as well as to answer narrative-related questions. Retold stories were analyzed considering grammatical features (complexity and grammaticality in sentences), and discursive features (structure and semantic relations). Results show that SLI group performs similarly to MLU control group when observing sentence grammaticality and narrative comprehension. When analyzing grammatical complexity and narrativevproduction, SLI performance is statistically similar to both control groups. Results suggest that SLI children's ungrammatical sentences and narrative comprehension are the most troublesome domains in Grammar and Discourse, respectively.

The aim of this study was to obtain acoustic correlates to vocal quality of a group of men and women with and without voice disorders, based on evaluations of a group of judges experienced in the field of vocal rehabilitation. In male subjects, perceptual evaluation of normal, hoarse and rough voice qualities was related to the following acoustic features: frequency perturbation measures (JITA, RAP, and SPPQ), amplitude perturbation (SAPQ and VAM), soft phonation index (SPI) and fundamental frequency tremor intensity (FTRI). While these measures presented normal values for normal voice, hoarseness showed some deviations in perturbation frequency variables and very high SPI values, while rough voice showed deviations in all the measures. Qualities of female voices were perceived as normal, breathy and hoarse, but the acoustic correlates of these qualities were less conclusive.

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