References of "Maillart, Christelle"
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See detailThe Sensitivity of Children with SLI to Phonotactic Probabilities During Lexical Access
Quémart, Pauline; Maillart, Christelle ULg

in Journal of Communication Disorders (in press)

The procedural deficit hypothesis (Ullman & Pierpont, 2005) has been proposed to account for the combination of linguistic and nonlinguistic deficits observed in specific language impairment (SLI ... [more ▼]

The procedural deficit hypothesis (Ullman & Pierpont, 2005) has been proposed to account for the combination of linguistic and nonlinguistic deficits observed in specific language impairment (SLI). According to this proposal, SLI results from a deficit in procedural memory that prevents children from developing sensitivity to probabilistic sequences. We tested the ability of children with SLI to rely on a specific type of probabilities characterizing sequences that occur in a given language: phonotactic probabilities. Twenty French-speaking children with SLI (M = 10;1), 20 typically developing children matched for chronological age (M = 10;0) and 20 typically developing children matched for receptive vocabulary (M = 7;4) performed an auditory lexical decision task. Pseudoword stimuli were built with combinations of either frequently associated phonemes (high phonotactic probability) or infrequently associated phonemes (low phonotactic probability). Phonotactic probabilities had a significant impact on the accuracy and speed of pseudoword rejection in children with SLI, but not in the two control groups. SLI children's greater reliance on phonotactic probabilities relative to typically developing children appears to contradict the PD hypothesis. Phonotactic probabilities may help them to partially overcome their difficulties in accessing the phonological lexicon during spoken word recognition. [less ▲]

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See detailImplicit spoken words and motor sequences learning are impaired in children with Specific Language Impairment
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

in Journal of the International Neuropsychological Society (in press)

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and ... [more ▼]

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and 24 SLI) were administered the Serial Search Task (SST), which enables the simultaneous assessment of implicit spoken words and visuomotor sequences learning. Results. Results showed that control children implicitly learned both the spoken words as well as the motor sequences. In contrast, children with SLI showed deficits in both types of learning. Moreover, correlational analyses revealed that SST performance was linked with grammatical abilities in control children but with lexical abilities in children with SLI. Conclusion. Overall, this pattern of results supports the procedural deficit hypothesis and suggests that domain general implicit sequence learning is impaired in SLI. [less ▲]

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See detailMirror-drawing skill in children with Specific Language Impairment: Improving generalization by incorporating variability in the practice session
Desmottes, Lise ULg; Maillart, Christelle ULg; Meulemans, Thierry ULg

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (in press)

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not ... [more ▼]

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not involve sequence learning and has never before been used in SLI. Thirty school-aged children with SLI matched to 30 control children had to trace several figures seen only in mirror-reversed view in two learning sessions separated by a one-week delay. Two practice conditions were compared: a constant condition in which children had to trace the same figure throughout the learning trials, and a variable one in which they had to trace different figures in each trial. Results revealed a similar learning pattern between SLI and TD children in both practice conditions, suggesting that initial learning for a nonsequential procedural task is preserved in SLI. However, children with SLI generalized the mirror-drawing skill in the same way as control children only if there was variability in the way the material was trained (variable practice). No significant schedule effects were observed in the control group. [less ▲]

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See detailLes troubles spécifiques du langage : la piste de la mémoire procédurale
Maillart, Christelle ULg

Scientific conference (2016, March 25)

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See detailLes dysphagies : nouvelles conceptions théoriques et implications cliniques
Maillart, Christelle ULg

Conference (2016, February 20)

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See detailLater learning stages in procedural memory are impaired in children with Specific Language Impairment
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

in Research in Developmental Disabilities (2016)

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language ... [more ▼]

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. Aims The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. Methods and procedures Both groups of children completed a serial reaction time task and were tested 24 h and one week after practice. Outcomes and results Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. Conclusions and implications Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI. [less ▲]

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See detailInformation behaviour of French-speaking speech–language therapists in Belgium: results of a questionnaire survey
Durieux, Nancy ULg; Pasleau, Françoise ULg; Piazza, Aurélie ULg et al

in Health Information and Libraries Journal (2016), 33

BACKGROUND: Speech–language therapists (SLTs) are encouraged to implement evidence-based practice (EBP). Nevertheless, EBP use by practitioners can be questioned. OBJECTIVES: The objective of this study ... [more ▼]

BACKGROUND: Speech–language therapists (SLTs) are encouraged to implement evidence-based practice (EBP). Nevertheless, EBP use by practitioners can be questioned. OBJECTIVES: The objective of this study was to explore Belgian French-speaking SLTs’ information behaviour and their awareness of EBP. The collected data allow one to determine how far they have embraced this approach. METHODS: The two Belgian French-speaking SLT professional associations promoted an online questionnaire survey by email. Additionally, clinical supervisors of students were asked to participate. In March 2012, 2068 emails were sent. RESULTS: The participation rate was at least 20% (n = 415). The reported information needs mainly concerned treatment or diagnosis. Most of the time, to attempt to fulfil their information needs, SLTs relied on their own resources (personal experience and libraries) and on colleagues in the workplace. When they searched on the Internet, they preferred to use a general search engine rather than a specialised bibliographic database. Barriers to obtaining scientific information are highlighted. Only 12% of the respondents had already heard about EBP. CONCLUSION: This study provides the first overview of the information behaviour of SLTs working in the French community of Belgium. Several recommendations are suggested for SLTs and librarians. [less ▲]

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See detailEntraîner la communication professionnelle par des dispositifs en e-learning au cours du Master en orthophonie
Martinez Perez, Trecy ULg; Maillart, Christelle ULg; Willems, Sylvie ULg

in Rééducation Orthophonique (2015), 264

La capacité à communiquer efficacement constitue une qualité professionnelle incontournable des orthophonistes. Néanmoins, dans la formation initiale, les compétences communicationnelles sont rarement ... [more ▼]

La capacité à communiquer efficacement constitue une qualité professionnelle incontournable des orthophonistes. Néanmoins, dans la formation initiale, les compétences communicationnelles sont rarement travaillées et évaluées au contraire d’autres compétences cliniques telles que l’évaluation et la rééducation. Beaucoup considèrent en effet que ces compétences relationnelles s’entraîneront naturellement sur le terrain. Or, la communication professionnelle possède des caractéristiques qui lui sont propres et qui doivent être entraînées. Dans le Master en orthophonie à l’Université de Liège, deux dispositifs ont été développés et ciblent la communication au cours de l’entretien anamnestique et de la remise de conclusion. Ces dispositifs reposent essentiellement sur des modules en e-learning et permettent de garantir aux étudiants en orthophonie les bases nécessaires en communication professionnelle avec peu de ressources académiques. [less ▲]

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See detailQu’attendent les orthophonistes des applications numériques à destination des personnes avec trouble du spectre autistique ?
Maillart, Christelle ULg; dor, Orianne ULg; Grevesse, Pascale ULg et al

in Rééducation Orthophonique (2015), 264

Numerous technogical applications dedicated to patients affected by the Autistic Spectrum Disorder (ASD) have recently emerged. Research has begun to prove the efficiency of technologies as support tools ... [more ▼]

Numerous technogical applications dedicated to patients affected by the Autistic Spectrum Disorder (ASD) have recently emerged. Research has begun to prove the efficiency of technologies as support tools for therapy for ASD sufferers. However, as far as we know, none study was focused on Speech-Language Therapist’s (SLT) needs. In order to fill this gap, three nominal groups were realized with 19 SLT working with patients with TSA. Identified needs have been ranked in importance. Results stress the importance of open-systems with fully customizable applications allowing the elaboration of individual progress based on specific therapeutic outcomes. [less ▲]

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See detailEvaluation de la connaissance relationnelle chez les enfants dysphasiques
Krzemien, Magali ULg; Leroy, Sandrine ULg; Maillart, Christelle ULg

Poster (2015, October 16)

La dysphasie est un trouble spécifique du développement du langage oral qui fait l’objet de nombreuses recherches mais dont certains aspects sont encore mal connus. Les théories explicatives de ce trouble ... [more ▼]

La dysphasie est un trouble spécifique du développement du langage oral qui fait l’objet de nombreuses recherches mais dont certains aspects sont encore mal connus. Les théories explicatives de ce trouble prolifèrent, notamment suite au développement de l’approche cognitivo-fonctionnelle du langage qui permet de concevoir celui-ci comme étant en interaction avec des processus généraux et non-linguistiques. En particulier, la théorie des grammaires de construction soutient que le langage s’acquiert par une abstraction progressive des formes entendues qui deviennent alors des schémas de construction. Ce mécanisme serait lié au raisonnement analogique. Or, les enfants présentant une dysphasie semblent détenir de faibles capacités de raisonnement analogique par rapport à leurs pairs de même âge. Nous nous demandons donc à quoi pourrait être dû ce déficit, en nous intéressant à un élément déterminant du raisonnement analogique : la connaissance relationnelle. Une tâche de scènes analogiques a été proposée à un groupe d’enfants présentant une dysphasie et à deux groupes contrôles, l’un apparié en âge linguistique et l’autre en mémoire de travail. Les participants devaient sélectionner l’élément détenant le même rôle relationnel qu’un élément pointé dans un dessin présenté au préalable. Les relations étaient similaires pour chaque item mais la nature des indices perceptuels variaient selon la condition : dans une condition, les indices perceptuels et relationnels concordaient, alors que dans une autre ils discordaient. Dans une troisième condition, aucune similarité perceptuelle n’était présente. Tous les enfants semblent bénéficier de la congruence entre informations perceptuelles et relationnelles. De plus, les enfants présentant une dysphasie détiennent des compétences de raisonnement analogique semblables à leurs pairs de même âge linguistique et de mêmes capacités de mémoire de travail. Ils semblent également posséder des connaissances relationnelles relativement préservées par rapport à leurs pairs de même âge mais des difficultés apparaissent quand la tâche se complexifie, notamment quand des distracteurs perceptuels doivent être inhibés. Ceci semble pouvoir être expliqué par les troubles langagiers et les déficits en mémoire de travail liés à la dysphasie. De futures études devront néanmoins écarter l’hypothèse d’une différence qualitative des représentations relationnelles entre des enfants présentant une dysphasie et d’autres ayant un développement langagier normal. [less ▲]

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See detailLes troubles phonologiques dans les troubles du langage oral.
Quémart, Pauline; MacLeod, Andrea; Maillart, Christelle ULg

in Rééducation Orthophonique (2015), 263

The aim of this article is to describe the nature of phonological disorders among children with primary language disorders. Because phonological disorders can have different origins, it is important for ... [more ▼]

The aim of this article is to describe the nature of phonological disorders among children with primary language disorders. Because phonological disorders can have different origins, it is important for clinicians to be able to determine the origin of difficulties, in order to adapt treatment accordingly. Following an overview of the development of phonological skills, the psycholinguistic model of Steakhouse and Wells (1997) will be explained. This model contribues to a precise examination of the nature of the difficulties experienced by children with primary language disorders. Finally, two studies that examined speech abilities in children with primary language disorders will be presented to illustrate the importance of an in-depth evaluation of phonological abilities for assessment and treatment planning. [less ▲]

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See detailPrise en charge des troubles morphosyntaxiques chez l'enfant
Maillart, Christelle ULg

Conference (2015, June)

La présentation résumera les principaux troubles morphosyntaxiques observés chez les enfants francophones. Elle s’intéressera également aux principes sous-jacents aux interventions langagières dont ... [more ▼]

La présentation résumera les principaux troubles morphosyntaxiques observés chez les enfants francophones. Elle s’intéressera également aux principes sous-jacents aux interventions langagières dont l’efficacité a été démontrée et les confrontera aux données actuelles sur le développement langagier. Une attention particulière sera accordée à la répétition, la variabilité et la généralisation dans les rééducations morphosyntaxiques. [less ▲]

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See detailDysphasie et linguistique cognitive: un modèle pour l’acquisition du langage?
Parisse, Christophe; Maillart, Christelle ULg

Scientific conference (2015, March 12)

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See detailDéveloppement basé sur l’usage et grammaire de constructions : implications pour la prise en charge logopédique
Maillart, Christelle ULg; Parisse, Christophe

Scientific conference (2015, March 12)

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See detailComplexity markers in morphosyntactic productions in French-speaking children with specific language impairment (SLI)
Prigent, Gaïd ULg; Parisse, Christophe; Leclercq, Anne-Lise ULg et al

in Clinical Linguistics & Phonetics (2015)

The usage-based theory considers that the morphosyntactic productions of children with SLI are particularly dependent on input frequency. When producing complex syntax, the language of these children is ... [more ▼]

The usage-based theory considers that the morphosyntactic productions of children with SLI are particularly dependent on input frequency. When producing complex syntax, the language of these children is, therefore, predicted to have a lower variability and to contain fewer infrequent morphosyntactic markers than that of younger children matched on morphosyntactic abilities. Using a spontaneous language task, the current study compared the complexity of the morphological and structural productions of 20 children with SLI and 20 language-matched peers (matched on both morphosyntactic comprehension and mean length of utterance). As expected, results showed that although basic structures were produced in the same way in both groups, several complex forms (i.e. tenses such as Imperfect, Future or Conditional and Conjunctions) were less frequent in the productions of children with SLI. Finally, we attempted to highlight complex linguistic forms that could be good clinical markers for these children. [less ▲]

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