References of "Maillart, Christelle"
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See detailPRESSE- capsule Air de famille " Parler bébé"
Maillart, Christelle ULg

Article for general public (2013)

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See detailLes représentations phonologiques des enfants dysphasiques : données actuelles et perspectives
Maillart, Christelle ULg; Quemart, Pauline

Conference (2013, October 24)

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See detailEvidence-based practice et orthophonie
Maillart, Christelle ULg

Scientific conference (2013, October 15)

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See detailEvidence-Based Practice et orthophonie : application aux troubles développementaux du langage
Maillart, Christelle ULg; Durieux, Nancy ULg

Conference (2013, July 01)

L’objectif de cet atelier est de familiariser les orthophonistes avec l’Evidence-Based Practice (EBP). Chaque clinicien est de façon régulière confronté à des incertitudes quant aux choix thérapeutiques ... [more ▼]

L’objectif de cet atelier est de familiariser les orthophonistes avec l’Evidence-Based Practice (EBP). Chaque clinicien est de façon régulière confronté à des incertitudes quant aux choix thérapeutiques ou aux décisions cliniques à prendre pour un patient particulier. L’EBP est une approche méthodologique qui permet de réduire cette incertitude. Elle préconise d’associer les résultats cliniquement pertinents issus de la recherche scientifique à la compétence clinique du praticien et à la situation d’un patient correctement et complètement informé (Sackett et al., 1996). L’EBP est une démarche complexe qui nécessite de maîtriser les outils de recherche d’informations, de pouvoir accéder à la littérature, d’avoir une approche critique des données disponibles et de les confronter aux caractéristiques d’un patient cible. Nous partirons de situations cliniques concrètes liées aux troubles développementaux du langage pour illustrer la démarche et aider le participant à se l’approprier. [less ▲]

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See detailThe influence of the frequency of functional markers on repetitive imitation of syntactic constructions in children with specific language impairment, from their own language productions
Leroy, Sandrine ULg; Parisse, Christophe; Maillart, Christelle ULg

in Clinical Linguistics & Phonetics (2013), 27(6-7), 508-520

Several studies provide considerable insight into the role that frequency plays in language development. However, no study has investigated the direct relationship between frequency and grammatical ... [more ▼]

Several studies provide considerable insight into the role that frequency plays in language development. However, no study has investigated the direct relationship between frequency and grammatical acquisition in children with specific language impairment (SLI). In this study, we focus specifically on the influence of the frequency of functional words on the ability of children with SLI to produce grammatical constructions based on the children's own previous production but containing previously unused functional words. To test our hypothesis, the children were administered an imitative repetition task, tailored to their current level of language development. Results showed that children with SLI performed more poorly than language-matched children with typical language development. The difference between the two groups was more marked when the previously unused functional words were infrequent rather than frequent. Consequently, it would seem that the token frequency of functional words influences grammatical acquisition in children with SLI. The results and their implications for linguistic theories are discussed. [less ▲]

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See detailSpontaneous language of extremely premature children : Specific deficits in an informative language task
Martinez Perez, Trecy ULg; Grooteclaes, Vanessa; Docquier, Laurence et al

Poster (2013, June 24)

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See detailLe développement langagier
Maillart, Christelle ULg

Scientific conference (2013, June 08)

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See detailLack of generalization as explicative factor of morphosyntactic difficulties in children with SLI: a longitudinal study
Leroy, Sandrine ULg; Parisse, Christophe; Marchat, Aurélie et al

Poster (2013, June)

Background. Constructivist approach (Goldberg, 2006; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language ... [more ▼]

Background. Constructivist approach (Goldberg, 2006; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language, children have to generalize construction schemas to never heard items. Because children with SLI show limited morphosyntactic creativity and variability, we hypothesized that they would have difficulties to generalize their construction schemas, which would hinder their access to the most abstract level of the linguistic competence. Our aim was to test whether children with SLI had more difficulties than children with TLD to generalize a schema to new items. Methods. Seven children with SLI matched with 6 children TLD based on linguistic age were recorded for this study. Two steps were repeated at three different moments spread out three years. The first step consisted in a recording of a parent/child interaction at their house. All interactions were transcribed and analyzed. The second step consisted in the creation of two tasks from each child’s own productions: an utterance repetition task and a priming task. Tasks were individualized. Items were created from schemas considered as “acquired” and schemas considered as “non-acquired”. Results. Priming task. Current statistical analyses revealed a significant “Group” effect, a significant “Time” effect and a no significant “Group” by “Time” effect. Analyses revealed a significant “Structure” effect and a significant “Group” by “Structure” effect. Difference between the two groups was more marked for items with “non-acquired” schemas. Repetition task. The same results were obtained; except for “Time” variable (no significant effect). Discussion. The two groups had more difficulties to generalize non-acquired schemas to new items, but children with SLI seemed to have more difficulties, which could mean that their productivity with new schemas was more hindered. Consequently, results are compatible with our hypothesis suggesting that children with SLI have more difficulties for generalizing a schema to new items. [less ▲]

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See detailAdaptation française du LARSP
Prigent, Gaïd ULg; Parisse, Christophe; Maillart, Christelle ULg

Scientific conference (2013, April 16)

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See detailLa guidance langagière parentale
Maillart, Christelle ULg

Scientific conference (2013, April 16)

Le langage adressé à l’enfant joue un rôle essentiel dans son développement langagier. Lorsque le langage se met difficilement en place, l’enfant ne parvient pas à maintenir la qualité de l’interaction ... [more ▼]

Le langage adressé à l’enfant joue un rôle essentiel dans son développement langagier. Lorsque le langage se met difficilement en place, l’enfant ne parvient pas à maintenir la qualité de l’interaction avec son entourage. De nombreux travaux attestent alors de la dégradation de la qualité de l’input adressé à l’enfant. La guidance langagière parentale est une prise en charge langagière indirecte : en aidant des parents à enrichir le langage adressé à leur enfant, la guidance leur permet de stimuler plus efficacement le développement langagier de ces enfants et de casser le cercle vicieux mis en place (peu de langage/ langage adressé appauvri, etc.). [less ▲]

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See detailTroubles spécifiques de développement du langage. Théorie, évaluation et prise en charge
Maillart, Christelle ULg

Scientific conference (2013, March 18)

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See detailHomogénéiser les acquis de stage. Expérience en logopédie.
Maillart, Christelle ULg

Learning material (2013)

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See detailThe Impact of Dual-Tasking on Sentence Comprehension in Children with Specific Language Impairment
Leclercq, Anne-Lise ULg; Majerus, Steve ULg; Prigent, Gaïd ULg et al

in Journal of Speech, Language, and Hearing research (2013), 56

Purpose: This study assesses the hypothesis of a limitation in attentional allocation capacity as underlying poor sentence comprehension in children with SLI. Method: Fifteen children with SLI, 15 age ... [more ▼]

Purpose: This study assesses the hypothesis of a limitation in attentional allocation capacity as underlying poor sentence comprehension in children with SLI. Method: Fifteen children with SLI, 15 age-matched controls, and 15 grammar-matched controls. Sixty sentences were presented in isolation, and 60 sentences were presented with a concurrent non-linguistic target-detection task. If poor attentional allocation capacity is a core deficit in SLI, they should be impaired to a greater extent in the dual task condition relative to the grammatical-age controls. On the contrary, a comparable performance decrement under the dual-task condition in children with SLI and younger language controls would attest of a limitation in attentional allocation capacity in children with SLI that is not disproportionate to their language level. Results: Sentence comprehension was affected by the dual-task condition to a greater extent in children with SLI relative to age-controls, but not relative to grammatical-controls. Conclusions: Our study does not support limitations in attentional allocation capacity as representing a core deficit in SLI. Rather, our data show that these children show attentional allocation capacity comparable to that of younger children having similar language level, suggesting that SLI is characterized by a slowed development of both attentional and language domains. [less ▲]

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See detailNonword repetition problems in children with specific language impairment: A deficit in accessing long-term linguistic representations?
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg; Majerus, Steve ULg

in Topics in Language Disorders (2013), 33(3), 238-254

Children with specific language impairment (SLI) consistently show poor nonword repetition (NWR) performance. However, the reason for these difficulties remains a matter of intensive debate. Nonword ... [more ▼]

Children with specific language impairment (SLI) consistently show poor nonword repetition (NWR) performance. However, the reason for these difficulties remains a matter of intensive debate. Nonword repetition is a complex psycholinguistic task that heavily relies upon phonological segmentation and phonological knowledge, and even lexical knowledge. This study aims at investigating various linguistic factors that can be at the root of difficulties in children with Specific Language Impairment when repeating nonwords, with the goal of achieving a better understanding of the linguistic processes supporting nonword processing. Linguistic complexity was assessed by manipulating lexicality, syllabic complexity, and perceptual difficulty in NWR tasks. Fifteen children with Specific Language Impairment, 15 typically developing controls matched on both age and performance IQ, and 15 typically developing children matched on lexical knowledge participated in this study. Children with Specific Language Impairment performed overall more poorly than age- and IQ-matched children and lexical age-matched children. Importantly, children with Specific Language Impairment showed lower lexicality and syllabic complexity effects in their NWR performances. These results are compatible with difficulties to retrieve lexical and sublexical phonological knowledge in the context of NWR tasks. Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. [less ▲]

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See detailLa clinique psychologique et logopédique : une approche intégrée du patient
Maillart, Christelle ULg; Catale, Corinne ULg

Conference given outside the academic context (2013)

Le travail en équipe multidisciplinaire permet d’envisager l’évaluation et la prise en charge d’un patient de manière intégrée : illustration de la collaboration entre neuropsychologue et logopède dans le ... [more ▼]

Le travail en équipe multidisciplinaire permet d’envisager l’évaluation et la prise en charge d’un patient de manière intégrée : illustration de la collaboration entre neuropsychologue et logopède dans le cadre de suivis d’enfants et d’adolescents. [less ▲]

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