Phonological awareness in children with DLD can be affected in pre-school ages as well as in school ages. Through this quasi-experimental study, formed by a sample of 24 subjects, 12 of with belongs to the experimental group or DLD and 12 belongs to the comparative group or Typical Development (TD). It is intended to know if the phonological awareness in children with SLI is affected and if the results obtained by this group are lower than the comparative group. For this, the evaluation of phonological awareness has been carried out through the PECO test, in order to affirm or deny the hypothesis that children with DLD present specific difficulties in phonological awareness. The results obtained shows that after evaluating both groups, the average performance in the different tasks of the experimental group or DLD is lower than that obtained by the comparative group or with TD; considering a significantly lower result in tasks of identification of phonemes, syllable addiction and phoneme addiction. Therefore, the results of this study reaffirm what has been corroborated by previous studies, that children with DLD have difficulties in phonological awareness and hence the need to implement intervention programs on this to avoid difficulties in other areas such as reading and writing.

Recently, comorbidity and the number of double diagnosis cases of attention deficit hyperactivity disorder (ADHD) and developmental language disorder (DLD) have increased. This study aimed to know the linguistic profile that the children of such cases present. Our sample included 24 participants between 6–11 years old, divided into three groups: ADHD; DLD; double diagnosis of ADHD and DLD. We administered the Celf-4 Language Test with the areas: core language, receptive language, expressive language, language content, language memory and working memory. Our results revealed that the children with double diagnosis performed better than individuals with DLD in Core Language, Expressive Language and Language Memory, but worse than the children with ADHD. These data demonstrate that the presence of DLD determines linguistic differences. The coexistence of ADHD does not predispose to having a different linguistic profile.

22q11 Syndrome is one of the so-called rare diseases. This syndrome is characterized by certain physical alterations. However, its manifestations also occur in other areas. At the linguistic level, there is mainly an alteration in the production of language. In the educational area, the manifestations of the syndrome cause learning difficulties that will also vary depending on the cognitive level. All these characteristics, of course, have repercussions at the psycho-emotional level, with a greater tendency to the presence of mental disorders. This article aims to highlight which are the most important characteristics of this type of population and propose possible suggestions for intervention in order to minimize these problems. In addition, a series of recommendations are included to improve intervention at all levels and to improve the quality of life of people with 22q11 Syndrome.

Down Syndrome (DS, hereinafter) is a chromosomal alteration produced by changes in the DNA sequence of chromosome 21, in addition to being the main cause of intellectual disability in the world [1].

Language is one of the most affected areas in people with Down syndrome and is one of the most influential throughout their development. That is why the linguistic difficulties presented by this group are susceptible to treatment through different specific interventions. However, little emphasis has been placed on the effectiveness and importance of this type of intervention in improving their language skills. Therefore, this work aimed to carry out a systemic literature review of language intervention programs that have been carried out in the last 20 years. To this end, a total of 18 articles were analyzed in which the effectiveness of different types of treatment related to oral language, written language and communication, in general, was studied, using the guidelines of the PRISMA Statement and the COSMIN methodology. The results highlight that language intervention improves linguistic levels in people with Down Syndrome. Most of the research focuses on early interventions and interventions carried out through individual sessions. Nevertheless, the data are unanimous in considering the efficacy and effectiveness of the proposed treatments for improving the language skills of people with Down syndrome. Thus, linguistic intervention is a fundamental area of work throughout the lives of people with Down syndrome.