References of "Maillart, Christelle"
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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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See detailLes formes de dysphasie et leurs modalités de dépistage
Maillart, Christelle ULg

Scientific conference (2015, February 18)

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See detailUne rééducation morphosyntaxique avec variabilité
Maillart, Christelle ULg

Scientific conference (2015, February 15)

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See detailRepérer les enfants à risque de développer un trouble langagier en moins de 5 questions : mise au point d'un outil de dépistage rapide destiné aux enfants de 12 à 24 mois
Leclercq, Anne-Lise ULg; Kern, Sophie; Magis, David ULg et al

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2015), 135

Early screening of language delay is a challenge, especially in multilingual populations. The present research has led to the development of a rapid, large-scale screening tool for the Belgian Birth and ... [more ▼]

Early screening of language delay is a challenge, especially in multilingual populations. The present research has led to the development of a rapid, large-scale screening tool for the Belgian Birth and Childhood Agency, based on the performances on communicative development inventories of 683 children aged from 12 to 24 month. [less ▲]

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See detailPréciser, argumenter et évaluer les objectifs thérapeutiques pour améliorer la prise en charge orthophonique
Martinez Perez, Trecy ULg; dor, Orianne ULg; Maillart, Christelle ULg

in Rééducation Orthophonique (2015), 261

L’adage « reculer pour mieux sauter » s’applique parfaitement à l’étape de définition du projet thérapeutique. Prendre le temps de sélectionner les objectifs, définir les résultats attendus, choisir les ... [more ▼]

L’adage « reculer pour mieux sauter » s’applique parfaitement à l’étape de définition du projet thérapeutique. Prendre le temps de sélectionner les objectifs, définir les résultats attendus, choisir les techniques d’intervention, identifier la progression à proposer dans les activités et anticiper l’évaluation de l’intervention, constituent des composantes essentielles de l’action thérapeutique. A travers cet article, nous développons quatre dimensions importantes du projet thérapeutique : l’individualisation sur base d’une l’évaluation langagière statique et dynamique, d’une concertation avec le patient et son entourage et de l’identification des facilitants et obstacles à la prise en charge ; la précision des objectifs à court terme pour assurer la cohérence et la continuité des interventions ; la prise de décisions argumentées à propos des objectifs à long terme prioritaires, de la sélection de la cible, de la stratégie d’intervention à privilégier ; et finalement l’évaluation de l’intervention afin d’en vérifier l’efficacité, le transfert et la spécificité. De cette manière, le projet va guider l’action de l’orthophoniste et servir de repère à son intervention. [less ▲]

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See detailÉvaluation du raisonnement analogique et des connaissances relationnelles d'enfants présentant une dysphasie.
Krzemien, Magali ULg; Leroy, Sandrine ULg; Maillart, Christelle ULg

in Revue de Neuropsychologie, Neurosciences Cognitives et Cliniques (2015), 7(4), 269-278

Analogical reasoning is a human ability that allows making a correspondence between two situations based on their common relational structure. It permits to learn new information about a specific ... [more ▼]

Analogical reasoning is a human ability that allows making a correspondence between two situations based on their common relational structure. It permits to learn new information about a specific situation and it is also strongly linked to language abilities. Thus, according to some authors, the language disorders of children with Specific Language Impairment (SLI) are due to analogical reasoning difficulties. These children seem indeed to have problems to abstract a structure from several heard forms. In this paper, we will try to understand more accurately these analogical reasoning difficulties. To reach this goal, we created a scene analogy task that was administered to a group of children with SLI. The children were matched to a chronological age, a linguistic age and a working memory control participant. Perceptual infomation wich varied accross conditions was added. The perceptual similarities were in agreement with the relational similarities or not, or were absent from the items. It seems that all children benefit from the agreement between perceptual and relational information. Children with SLI also seem to have similar relational knowledge than their chronological age peers. However, they tend to have difficulties applying an analogical reasoning when perceptual information has to be inhibited. These difficulties could be explained by their poor language and working memory abilities since no difference appears between children with SLI and their linguistic age or working memory peers. Yet, a qualitative impairment of relational knowledge cannot be excluded. [less ▲]

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See detailRecherche-action ONE "La guidance parentale : Un outil pour soutenir le développement langagier des enfants entre 18 et 30 mois" Collaboration ULg, UCL, ONE
Martinez Perez, Trecy ULg; Leclercq, Anne-Lise ULg; Thomas, Nathalie et al

in Tijdschrift van de Belgische Kinderarts = Journal du Pédiatre Belge (2015), 18(2), 180-181

La présente Recherche-Action ONE (2012-2014) a impliqué différentes universités (avec notamment des chercheurs et cliniciens en langage et psychomotricité) et différents membres de l’ONE (avec notamment ... [more ▼]

La présente Recherche-Action ONE (2012-2014) a impliqué différentes universités (avec notamment des chercheurs et cliniciens en langage et psychomotricité) et différents membres de l’ONE (avec notamment des médecins et travailleurs-médico-sociaux). La recherche souligne le rôle crucial de l’interaction communicative parent-enfant dans le développement langagier de l’enfant. L’objectif était de pouvoir induire une modification du comportement parental afin que chaque parent adopte les techniques et attitudes les plus adéquates à la stimulation langagière de leur enfant. [less ▲]

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See detailThe Impact of Attentional Allocation Capacities on Nonword Repetition in Children with Specific Language Impairment
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg; Lange, Manon et al

in Clinical Linguistics & Phonetics (2015)

This study aimed at directly assessing the hypothesis that attentional allocation capacity influences poor NWR performances in children with SLI, using an attention demanding visual search task given ... [more ▼]

This study aimed at directly assessing the hypothesis that attentional allocation capacity influences poor NWR performances in children with SLI, using an attention demanding visual search task given concurrently with the NWR task. Twenty-one children with SLI, 21 typically-developing children matched on age, and 21 typically-developing children matched on nonword span performed an immediate serial recall task of nonwords. The nonword lists were presented either alone or concurrently with the visual search task. Overall, results revealed a resource-sharing trade-off between the two tasks. Children with SLI were affected to the same extent as their span-matched controls by the necessity to allocate their attentional resources between the two tasks. Interestingly, nonword processing strategies seemed to differ among groups: age-matched controls allocated a larger part of their attentional resources to the encoding stage, while nonword recall was more attention demanding in children with SLI and younger controls. [less ▲]

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See detailLos portafolios : Hacia una evaluacion mas integrada y coherente con el concepto de desempeno complejo
Poumay, Marianne ULg; Maillart, Christelle ULg

in Leclercq, Dieudonné; Cabrera, Alvaro (Eds.) Innovaciones en Dispositivos de Evaluacion de los Aprendizajes en la ensenanza Superior. (2015)

Le présent chapitre prend résolument le parti du témoignage et construit sur l’expérience des auteures. Il choisit quelques référents théoriques, qu’il illustre ensuite par deux expériences ciblées, l’une ... [more ▼]

Le présent chapitre prend résolument le parti du témoignage et construit sur l’expérience des auteures. Il choisit quelques référents théoriques, qu’il illustre ensuite par deux expériences ciblées, l’une chez les étudiants en logopédie/orthophonie et l’autre chez les étudiants en pédagogie de l’enseignement supérieur, deux programmes de l’Université de Liège. Il conclut sur quelques réflexions et perspectives. [less ▲]

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See detailLes difficultés d'apprentissage procédural chez les enfants dysphasiques
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2015)

Through a review of the literature, this paper shows that linguistic and non-linguistic disorders in children with specific language impairment might be linked to difficulties in procedural learning ... [more ▼]

Through a review of the literature, this paper shows that linguistic and non-linguistic disorders in children with specific language impairment might be linked to difficulties in procedural learning, especially regarding sequential abilities. Indeed, children with specific language impairment encounter difficulties to learn visuo-motor and linguistic sequences. These difficulties are not limited to initial learning but extend to the consolidation stage in long-term memory. Finally, recent studies show that it is possible to improve procedural learning abilities, suggesting new avenues for rehabilitation. [less ▲]

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See detailDe la satisfaction à la performance : Dépasser les indicateurs de satisfaction pour évaluer et réguler efficacement
Jacquet, Maud ULg; Maillart, Christelle ULg; Georges, François ULg et al

in Education & Formation (2014), e-302

Dans le cadre de la formation en logopédie à l'ULg, un examen certificatif de langue française a été mis en place afin de répondre aux exigences de la profession. Pour y préparer les étudiants, l’unité de ... [more ▼]

Dans le cadre de la formation en logopédie à l'ULg, un examen certificatif de langue française a été mis en place afin de répondre aux exigences de la profession. Pour y préparer les étudiants, l’unité de logopédie clinique, l’Institut Supérieur des Langues Vivantes (ISLV) et le Laboratoire de Soutien aux synergies Enseignement-Technologie (LabSET) de l’Université de Liège (ULg) ont conçu un dispositif hybride d’apprentissage et de remédiation en langue française. Depuis 2011, ce dispositif offre aux étudiants un environnement de travail en ligne visant à soutenir leur apprentissage autonome du français. Malgré une importante satisfaction vis-à-vis du dispositif, les performances demeurent insuffisantes. Cependant, un groupe d’étudiants se distinguent. Une analyse qualitative basée sur des interviews met en évidence chez ces étudiants 1) une bonne connaissance des stratégies cognitives efficaces en termes d’apprentissage, 2) une certaine capacité à planifier et ajuster leur travail et 3) des indicateurs d’une motivation autodéterminée et intrinsèque. Soutenus par le dispositif et ses caractéristiques, il est probable que ces facteurs soient à l’origine de leur succès. Pour des étudiants peut-être encore trop scolaires, principalement soucieux de leurs résultats à l'examen et peu enclins à identifier leurs besoins, la liberté offerte par le dispositif fait naitre un sentiment de satisfaction mais ne suffit pas à un apprentissage de qualité. [less ▲]

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See detailThe sentence repetition task: A powerful diagnostic tool for French children with specific language impairment
Leclercq, Anne-Lise ULg; Quémart, Pauline; Magis, David ULg et al

in Research in Developmental Disabilities (2014), 35

This study assesses the diagnostic accuracy and construct validity of a sentence repetition task that is commonly used for the identification of French children with specific language impairment (SLI ... [more ▼]

This study assesses the diagnostic accuracy and construct validity of a sentence repetition task that is commonly used for the identification of French children with specific language impairment (SLI). Thirty-four school-aged children with a confirmed, diagnostically based diagnosis of SLI, and 34 control children matched on age and nonverbal abilities performed the sentence repetition task. Two general scoring measures took into account the verbatim repetition of the sentence and the number of words accurately repeated. Moreover, five other scoring measures were applied to their answers in order to separately take into account their respect of lexical items, functional items, syntax, verb morphology, and the general meaning of the sentence. Results show good to high levels of sensitivity and specificity at the three cut-off points for all scoring measures. A principal component analysis revealed two factors. Scoring measures for the respect of functional words, syntax and verb morphology provided the largest loadings to the first factor, while scoring measures for the respect of lexical words and general semantics provided the largest loadings to the second factor. Sentence repetition appears to be a valuable tool to identify SLI in French children, and the ability to repeat sentences correctly is supported by two factors: a morphosyntactic factor and a lexical factor. [less ▲]

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