References of "Maillart, Christelle"
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See detailEvidence-based Practice et dysphasie
Maillart, Christelle ULg

Conference given outside the academic context (2012)

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See detailLa répétition de phrases comme aide au diagnostic des enfants dysphasiques.
Maillart, Christelle ULg; Leclercq, Anne-Lise ULg; Quemart, Pauline ULg

in Les entretiens de Bichat (Ed.) Entretiens d'Orthophonie 2012 (2012)

Sentence repetition is generally considered as a sensitive marker of specific language impairment (SLI). In the present study, we first examined whether the sentence repetition subtest of the L2MA-2 ... [more ▼]

Sentence repetition is generally considered as a sensitive marker of specific language impairment (SLI). In the present study, we first examined whether the sentence repetition subtest of the L2MA-2 (Chevrie-Muller et al., 2010) makes it possible to discriminate between children with and without SLI. We then investigated the relevance of the multiple scores that can be computed in several linguistic domains in the clinical diagnosis of children with SLI. Twenty-two French-speaking children diagnosed with SLI and 22 chronological age matched children were asked to perform the sentence repetition task from the L2MA-2 test. Results indicate that this task is a sensitive clinical marker of SLI that makes it possible to discriminate between children with and without SLI. In addition, a factorial analysis indicates that two distinct factors can be dissociated when performing a sentence repetition task: a morpho-syntaxic factor and a lexico-semantic factor. Taken together, these results indicate that the sentence repetition task is a powerful tool when assessing language impairments in French language. [less ▲]

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See detailL’Evidence-Based Practice et les logopèdes en Communauté française de Belgique : résultats préliminaires d'une enquête
Durieux, Nancy ULg; Pasleau, Françoise ULg; Vandenput, Sandrina ULg et al

in Cahiers de l'ASELF (2012), 9(4), 30-35

L’Evidence-Based Practice (EBP) est une démarche qui prend de plus en plus d’importance dans le domaine de la logopédie. Qu’en est-il cependant concrètement sur le terrain en Belgique ? Une enquête ... [more ▼]

L’Evidence-Based Practice (EBP) est une démarche qui prend de plus en plus d’importance dans le domaine de la logopédie. Qu’en est-il cependant concrètement sur le terrain en Belgique ? Une enquête exploratoire a été lancée en mars 2012 avec le soutien de l’Association scientifique et éthique des logopèdes francophones (ASELF) et de l’Union Professionnelle des Logopèdes Francophones (UPLF). L’objectif de cette enquête est d’avoir une idée précise de la manière dont les professionnels procèdent lorsqu’ils sont confrontés à un problème clinique et plus précisément, comment ils recherchent de l’information scientifique le cas échéant. Ces données seront la pierre angulaire d’une réflexion indispensable sur la formation des logopèdes, au cours de leur cursus et dans la vie active. Ce présent article présente les premiers résultats de cette étude. [less ▲]

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See detailProcedural learning in specific language impairment: effects of sequence complexity
Gabriel, Audrey ULg; Maillart, Christelle ULg; Stefaniak, Nicolas ULg et al

in Journal of the International Neuropsychological Society (2012)

According to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent ... [more ▼]

According to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent studies have supported this hypothesis by using a serial reaction time (SRT) task, during which a slower learning rate is observed in children with SLI compared to controls. Recently, we obtained contrasting results, demonstrating that children with SLI were able to learn a sequence as quickly and as accurately as controls. These discrepancies could be related to differences in the statistical structure of the SRT sequence between these studies. The aim of this study was to further assess, in a group of 21 children with SLI, the PDH with second-order conditional sequences, which are more difficult to learn than those used in previous studies. Our results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequence-specific learning in comparison with typically developing controls. These results are consistent with the PDH proposed by Ullman and Pierpont (2005) and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence. [less ▲]

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See detailSensibilisation à l’Evidence-Based Practice en logopédie
Durieux, Nancy ULg; Pasleau, Françoise ULg; Maillart, Christelle ULg

in Cahiers de l'ASELF (2012), 1

L’Evidence-Based Practice (EBP) est une méthodologie permettant de réduire l'incertitude lors d'une décision clinique. Elle fournit une aide au choix thérapeutique en se basant sur les meilleures ... [more ▼]

L’Evidence-Based Practice (EBP) est une méthodologie permettant de réduire l'incertitude lors d'une décision clinique. Elle fournit une aide au choix thérapeutique en se basant sur les meilleures ‘preuves’ issues de la recherche scientifique et l'expérience clinique, tout en tenant compte des préférences du patient. Cette démarche s’intègre dans la pratique clinique et est de plus en plus recommandée aux professionnels des soins de santé, y compris aux logopèdes. L’objectif de cet article est de sensibiliser les logopèdes à cette approche en définissant le concept d’EBP et en expliquant les étapes de cette démarche ainsi que son utilité clinique. Un répertoire reprenant quelques ressources en EBP est également proposé. [less ▲]

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See detailL’Evidence-Based Practice et les logopèdes en Communauté française de Belgique : résultats préliminaires d'une enquête
Durieux, Nancy ULg; Pasleau, Françoise ULg; Vandenput, Sandrina ULg et al

in UPLF-Info (2012), XXIV(5),

L’Evidence-Based Practice (EBP) est une démarche qui prend de plus en plus d’importance dans le domaine de la logopédie. Qu’en est-il cependant concrètement sur le terrain en Belgique ? Une enquête ... [more ▼]

L’Evidence-Based Practice (EBP) est une démarche qui prend de plus en plus d’importance dans le domaine de la logopédie. Qu’en est-il cependant concrètement sur le terrain en Belgique ? Une enquête exploratoire a été lancée en mars 2012 avec le soutien de l’Association scientifique et éthique des logopèdes francophones (ASELF) et de l’Union Professionnelle des Logopèdes Francophones (UPLF). L’objectif de cette enquête est d’avoir une idée précise de la manière dont les professionnels procèdent lorsqu’ils sont confrontés à un problème clinique et plus précisément, comment ils recherchent de l’information scientifique le cas échéant. Ces données seront la pierre angulaire d’une réflexion indispensable sur la formation des logopèdes, au cours de leur cursus et dans la vie active. Ce présent article présente les premiers résultats de cette étude. [less ▲]

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See detailUnimpaired Procedural visual learning abilities in children with specific language impairment..
Gabriel, Audrey ULg; Stefaniak, Nicolas ULg; Maillart, Christelle ULg et al

in American Journal of Speech-Language Pathology (2012)

Purpose: According to the Procedural Deficit Hypothesis (PDH), difficulties in the Procedural Learning (PL) system may contribute to the language difficulties observed in children with Specific Language ... [more ▼]

Purpose: According to the Procedural Deficit Hypothesis (PDH), difficulties in the Procedural Learning (PL) system may contribute to the language difficulties observed in children with Specific Language Impairment (SLI). Method: Fifteen children with SLI and their typically developing (TD) peers were compared on visual PL tasks: specifically, deterministic Serial Reaction Time (SRT) tasks. In a first experiment, children with SLI and their TD peers performed the classical SRT task using a keyboard as response mode. In a second experiment, they performed the same SRT task but gave their responses through a touchscreen (instead of a keyboard) to reduce the motor and cognitive demands of the task. Results: Although in Experiment 1, children with SLI demonstrated learning, they were slower and made more errors than their TD peers. Nevertheless, these relative weaknesses disappeared when the nature of the response mode changed (Experiment 2). Conclusions: This study reports that children with SLI may exhibit sequential learning. Moreover, the generally slower RTs observed in previous deterministic SRT studies may be explained by the response mode used. Thus, our findings are not consistent with the predictions of the PDH, and suggest that language impairments in SLI are not sustained by poor procedural learning abilities. [less ▲]

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See detailUne initiation à la méthodologie « Evidence-Based Practice » Illustration à partir d’un cas clinique
Maillart, Christelle ULg; Durieux, Nancy ULg

in Maillart, Christelle; Schelstraete, Marie-Anne (Eds.) Les dysphasies : de l'évaluation à la rééducation (2012)

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See detailLes dysphasies : de l'évaluation à la rééducation
Maillart, Christelle ULg; Schelstraete, Marie-Anne

Book published by Elsevier-Masson (2012)

L'étude des troubles du langage oral chez l’enfant a connu un développement considérable à partir des années 1970 avec l’essor des recherches en psychologie du langage, en linguistique, et plus ... [more ▼]

L'étude des troubles du langage oral chez l’enfant a connu un développement considérable à partir des années 1970 avec l’essor des recherches en psychologie du langage, en linguistique, et plus récemment dans le domaine des neurosciences et de la génétique. La prise en charge des troubles langagiers fait également l’objet actuellement d’une attention particulière dans la recherche scientifique. L’objectif principal de ce livre est de rendre accessibles les résultats des recherches récentes sur les troubles dits « dysphasique » aux professionnels concernés par le suivi des enfants présentant cette pathologie. La dysphasie est définie comme un trouble développemental, qui concerne l’élaboration du langage oral, entraînant des difficultés importantes en compréhension et/ou en expression du langage parlé. C’est un trouble spécifique, sévère et persistant qui interfère d’emblée avec la dynamique développementale de l’enfant. La première partie de l’ouvrage expose les approches théo- riques de la dysphasie, actuellement débattues dans la littéra- ture scientifique, et dont la synthèse constitue une aide à l’établissement d’un diagnostic précis ou à la construction de programmes de prévention. La seconde partie présente différents types de rééducation, avec des exemples cliniques, et notamment le courant méthodologique EBP (Evidence-Based Practice), littéralement «pratiques basées sur les preuves», qui vise à aider le clinicien à vérifier la pertinence de ses choix. Illustré par des exemples concrets d’interprétation et d’évaluation des troubles, des stratégies d’élaboration du diagnostic, et comportant les recommandations issues de la littérature internationale, cet ouvrage s’adresse à tous les professionnels concernés par les troubles du langage oral et leur prise en charge : orthophonistes, neuropsychologues, médecins rééducateurs. [less ▲]

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See detailThe impact of visual complexity on visual short-term memory in children with specific language impairment
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg; Pauquay, Sarah et al

in Journal of the International Neuropsychological Society (2012), 18

Many studies have assessed visual short-term memory (VSTM) abilities in children with specific language impairment (SLI), with contrasting results: some studies observed preserved VSTM capacities while ... [more ▼]

Many studies have assessed visual short-term memory (VSTM) abilities in children with specific language impairment (SLI), with contrasting results: some studies observed preserved VSTM capacities while others reported impaired VSTM. The present study explores the hypothesis that the complexity of the visual information to be encoded and stored might underlie these discrepancies. Four VSTM conditions were administered to a group of 15 children with SLI, as well as to two groups of typically developing children, matched for chronological age and for VSTM capacity for visually simple stimuli, respectively. The stimuli to be remembered varied in their visual similarity and in the number of their visual features. Across the four VSTM conditions, children with SLI showed significantly reduced performance relative to an age-matched control group, and they were more strongly affected by visual similarity and number of features when compared to a control group matched for VSTM capacity for visually simple stimuli. The present results support the hypothesis that stimulus complexity is a determining factor of the poor VSTM performances in children with SLI. [less ▲]

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See detailLes défis d'une formation universitaire clinique en logopédie
Schelstraete, Marie-Anne; Maillart, Christelle ULg

in Estienne, Françoise; Vanderlinden, Fabienne (Eds.) Pratiquer l'orthophonie. Expériences et savoir-faire de 33 orthophonistes. (2012)

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See detailF-LARSP: A Computerized Tool for Measuring Morphosyntactic Abilities in French.
Parisse, Christophe; Maillart, Christelle ULg; Tommerdahl, Jodi

in Ball, Martin J.; Crystal, David; Fletcher, Paul (Eds.) Assessing Grammar: The Languages of LARSP. (2012)

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See detailMorphosyntactic disorders as a consequence of categorization difficulty in children with specific language impairment
Leroy, Sandrine ULg; Parisse, Christophe; Duquet, Adèle et al

Poster (2011, July 21)

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See detailIncidental non linguistic regularities learning in Children with
Gabriel, Audrey ULg; Meulemans, Thierry ULg; Parisse, Christophe et al

Poster (2011, July)

Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al ... [more ▼]

Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al. (2007) and Lum et al. (2009; 2011) obtained data supporting this interpretation with the serial reaction time (SRT) task, as well as Evans et al. (2009) and Plante et al. (2002) with artificial grammar tasks. Recently, Gabriel et al. (2011) obtained contrasting results, showing that children with SLI were able to detect non linguistic regularities during a SRT task. The aim of this study was to assess the PDH by using a non-linguistic artificial grammar learning tasks in order to mimic real conditions of language acquisition. Twenty-three children with SLI and their typically developing (TD) peers are compared on a task in which the incidental learning sequence was presented through visual shapes via a laptop.These results confirm our previous study (Gabriel et al., 2011) by showing that children with SLI detect the rules in non-linguistic conditions. • So, contrary to results of previous studies (Evans et al., 2009; Lum et al., 2009; 2011; Plante et al., 2002; Tomblin et al., 2007), this study does not confirm the PDH in children with SLI, or at least suggests that, if present, the deficit of the procedural system in SLI is not going beyond the language system. [less ▲]

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See detailPhonological representations in children with SLI : a study of French vowels.
Maillart, Christelle ULg; Cazeneuve, Julia; MacLeod, Andrea

Poster (2011, July)

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See detailF-LARSP: une adaptation francophone du LARSP. Premières données
Maillart, Christelle ULg; Parisse, Christophe; Tommerdahl, Jodi

Scientific conference (2011, June 17)

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See detailThe perceptual and verbal analogical reasoning in children with specific language impairment (SLI)
Leroy, Sandrine ULg; Guénébaud, Mélanie; Parisse, Christophe et al

Poster (2011, June)

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See detailUne approche par compétences pour une formation universitaire en logopédie
Maillart, Christelle ULg; Grevesse, Pascale; Sadzot, Agnès ULg

Scientific conference (2011, May 05)

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See detailDes interactions enrichies qui soutiennent le développement du langage : effets à court et moyen terme (6 mois) d’une guidance parentale logopédique
Maillart, Christelle ULg; Leroy, Sandrine ULg; Quintin, Emilie et al

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2011), 112-113

The aim of parent based language intervention is to help parents of children with language disorders to play a main part in their child’s linguistic development by adjusting the speech addressed to them ... [more ▼]

The aim of parent based language intervention is to help parents of children with language disorders to play a main part in their child’s linguistic development by adjusting the speech addressed to them. This study focuses on the efficiency of our intervention methods and of indirect therapy. We analyze four dyads filmed at three different points in time: 1) before the intervention;2) directly after the sessions with the speech therapists; 3) six months later. Each film was transcribed and analyzed. The results confirm that parental based language intervention induces long-term changes in the parents’ behavior. [less ▲]

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See detailCompétences langagières et communicatives des enfants présentant une déficience intellectuelle
Maillart, Christelle ULg

Conference given outside the academic context (2011)

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