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See detailThe Childhood Executive Function Inventory (CHEXI): Confirmatory Factor Analyses and Cross-Cultural Clinical Validity in a Sample of 8- to 11-Year-Old Children
Catale, Corinne ULg; Meulemans, Thierry ULg; Thorell, Lisa B.

in Journal of Attention Disorders (in press)

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has ... [more ▼]

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has been shown to tap into working memory and inhibition-related behaviors in young children. In this study, we present the psychometric characteristics of the French adaptation of the CHEXI in 8- to 11-year-old children. In addition, we explore the cross-cultural validity of the CHEXI in discriminating between children with ADHD and normally developing children in two culturally different samples (Belgian and Swedish). Confirmatory factor analyses replicated the two-factor solution, referred to as inhibition and working memory, that was identified in the original study with Swedish children. Supplementary analyses indicated that both subscales have good psychometric properties. From a clinical point of view, the CHEXI was found to discriminate, with high sensitivity and specificity, between children with ADHD and normally developing controls in both cultural samples. Cross-cultural clinical implications are discussed. [less ▲]

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See detailPsychometric properties of the Questionnaire of Executive Self-Awareness (QESA) for Children
Geurten, Marie ULg; Catale, Corinne ULg; Geurten, Claire ULg et al

in Journal of the International Neuropsychological Society (2016)

Objective: People with accurate representations of their own cognitive functioning (i.e., cognitive self-awareness) tend to use appropriate strategies to regulate their behavior. Due to the lack of ... [more ▼]

Objective: People with accurate representations of their own cognitive functioning (i.e., cognitive self-awareness) tend to use appropriate strategies to regulate their behavior. Due to the lack of appropriate instruments, few studies have examined the development of this ability among children. Method: This study tested the measurement properties of the self-rating and other-rating forms of the Questionnaire of Executive Self-Awareness (QESA), designed to tap children’s knowledge of their executive functioning. Participants were 317 children aged 7 to 14 years old. Results: Confirmatory factor analyses carried out on the QESA confirmed the eight-factor structure of both versions. There were significant correlations between the QESA and the parent versions of the BRIEF, DEX-C, and CHEXI. Both forms of the QESA were able to distinguish between children who had sustained a traumatic brain injury (TBI) and control participants. A self-other discrepancy score was computed to assess children’s executive self-awareness. A statistical difference was observed between the TBI and control groups on this score, suggesting that TBI may trigger self-awareness impairments in children. Conclusion: The good psychometric properties of the two forms of the QESA were established. Furthermore, results of the analyses carried on the different discrepancy scores seem to indicate that the QESA could help clinicians to detect patients with self-awareness deficits. [less ▲]

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See detailInvolvement of Executive Functions in Children’s Metamemory
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

in Applied Cognitive Psychology (2016), 30(1), 70-80

This experiment examined how knowledge of memory strategies and of memory functioning improves during childhood and what variables are involved in this development. Three main aspects of metamemory were ... [more ▼]

This experiment examined how knowledge of memory strategies and of memory functioning improves during childhood and what variables are involved in this development. Three main aspects of metamemory were assessed based on the performance of a group of 100 children (aged 4, 6, 9 and 11 years) on a battery of executive tasks. At the same time, the influence of variables such as intelligence, vocabulary and parental education level was also investigated. Results of mediation analyses reveal that the relation between children’s age and internal strategy knowledge was partially mediated by working memory skills but that executive functions did not mediate the impact of chronological age on children’s knowledge of external strategies or of memory functioning. Additionally, verbal fluency predicted internal and external strategy knowledge. Implications for general learning theories in childhood are discussed [less ▲]

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See detailWhen Children’s Knowledge of Memory Improves Children’s Performance in Memory
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

in Applied Cognitive Psychology (2015), 29

One of the strongest hypotheses in the field of metacognition research involves the positive effect of metamemory on memory performance. However, due to the lack of appropriate instruments to appraise ... [more ▼]

One of the strongest hypotheses in the field of metacognition research involves the positive effect of metamemory on memory performance. However, due to the lack of appropriate instruments to appraise knowledge of memory, few studies have examined this effect among children. This study was conducted to create and validate an instrument to assess children’s metamemory knowledge and link this knowledge with their memory performance and strategy use. A sample of 166 children was given a new three-factor metamemory interview, and its psychometric properties were investigated. Regression analyses were carried out to investigate the link between metamemory and memory performance in a subgroup of 128 children from the validation study. Results confirmed the scale’s good psychometric properties and revealed its ability to predict children’s memory performance. However, none of the scale’s factors could predict children’s use of memory strategies. Implications for the study of children’s metamemory development are discussed. [less ▲]

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See detailAutomatization of mirror - tracing skill in children with Developmental Coordination Disorder
Lejeune, Caroline ULg; Meulemans, Thierry ULg; Desmottes, Lise ULg et al

Poster (2014, September)

Aim: This study investigated the hypothesis of a skill automatization deficit in Developmental Coordination Disorder (DCD). Method: Thirty children (15 with DCD and 15 control children), aged between 7 ... [more ▼]

Aim: This study investigated the hypothesis of a skill automatization deficit in Developmental Coordination Disorder (DCD). Method: Thirty children (15 with DCD and 15 control children), aged between 7 and 12 years old, were administered the mirror-tracing task during two 10-trials sessions separated by one week. An auditory interference task was introduced at the end of the procedural learning phase to test skill automatization. Results: Interestingly, no between-group difference was revealed in learning and automatization measures except for a specific subgroup of DCD children (n=5) who experienced difficulties in skill automatization. Conclusion: The results of our preliminary study highlighted the heterogeneity of the deficit presented in DCD and they emphasized the importance to explore further the lack of automatization in DCD. [less ▲]

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See detailL’apprentissage de résolution de problèmes complexes (ARP - C) : un dispositif d’entrainement au travail interdisciplinaire
Maillart, Christelle ULg; Leclercq, Anne-Lise ULg; Lejeune, Caroline ULg et al

Conference (2014, May 21)

Les futurs logopèdes et futurs psychologues doivent apprendre à s’intégrer dans une prise en charge multidisciplinaire, à interagir efficacement avec d’autres professionnels, et à comprendre les limites ... [more ▼]

Les futurs logopèdes et futurs psychologues doivent apprendre à s’intégrer dans une prise en charge multidisciplinaire, à interagir efficacement avec d’autres professionnels, et à comprendre les limites de leur champ d’intervention. Pour entrainer ces apprentissages critiques, un dispositif interdisciplinaire a été proposé à 36 étudiants en logopédie et 14 étudiants en psychologie, tous en cinquième année de leur formation initiale à l’Université de Liège. Ces étudiants ont été confrontés à une vignette clinique dont la complexité justife le recours à divers intervenants. Cette vignette a été, dans un premier temps, analysé en petits groupes disciplinaires avec l’aide d’un tuteur (4 groupes en logopédie et 2 groupes en neuropsychologie). Ensuite, des groupes interdisciplinaires (composés de logopèdes et de neuropsychologues) ont été formés pour partager leurs analyses et avancer dans la formulation du diagnostic. Enfin, les étudiants ont eu l’occasion de rencontrer des professionnels d’autres disciplines (instituteur, psycho-pédagogue, etc.) avec lesquels ils ont du discuter des questions en suspens liées à la vignette analysée. L’évaluation du dispositif suggère que globalement les étudiants ont le sentiment d’avoir progressé quant à la maitrise de certains apprentissages critiques. Plus de 90% des étudiants relatent avoir progressé en évaluation pluridisciplinaire et différents indices indiquent qu’ils perçoivent l’intérêt de recourir à un réseau de professionnels. Par ailleurs, la perception du dispositif peut être différente selon les disciplines. Ainsi, 90% des psychologues mais seulement 60% des logopèdes estiment avoir progressé dans la prise de décisions argumentées par rapport à l’évaluation. Inversement, 30% des psychologues mais plus de 70% des logopèdes relatent des progrès pour la capacité à prioriser les recommandations thérapeutiques. Ces résultats seront analysés et discutés. [less ▲]

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See detailRelationships between mind-wandering and attentional control abilities in young adults and adolescents
Stawarczyk, David ULg; Majerus, Steve ULg; Catale, Corinne ULg et al

in Acta Psychologica (2014), 148

Recent findings suggest that mind-wandering—the occurrence of thoughts that are both stimulus-independent and task-unrelated—corresponds to temporary failures in attentional control processes involved in ... [more ▼]

Recent findings suggest that mind-wandering—the occurrence of thoughts that are both stimulus-independent and task-unrelated—corresponds to temporary failures in attentional control processes involved in maintaining constant task-focused attention. Studies supporting this proposal are, however, limited by a possible confound between mind-wandering episodes and other kinds of conscious experiences, such as external distractions (i.e., interoceptive sensations and exteroceptive perceptions). In the present study, we addressed this issue by examining, in adolescents and young adults, the relations between tasks measuring attentional control abilities and a measure of mind-wandering that is distinct from external distractions. We observed (1) that adolescents experienced more frequent external distractions, but not more mind-wandering, than young adults during the Sustained Attention to Response Task (SART) and (2) that, in young adults, the influence of external distractions on SART performance was fully accounted for by attentional control abilities, whereas mind-wandering was associated with decreases in SART performance above and beyond what was explained by attentional control abilities. These results show that mind-wandering cannot be entirely reduced to failures in the ability to maintain one’s attention focused on task, and suggest that external distractions rather than mind-wandering are due to attentional control failures. [less ▲]

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See detailAge difference in dual-task interference effects on procedural learning in children
Lejeune, Caroline ULg; Desmottes, Lise ULg; Catale, Corinne ULg et al

in Journal of Experimental Child Psychology (2014)

The present study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years old), using a dual-task paradigm. To do this, we ... [more ▼]

The present study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years old), using a dual-task paradigm. To do this, we explored the effect of an interference task during the early and late phases of a mirror tracing learning task. The results showed a differential impact of the secondary task on the two age groups, but only during the first learning phase: the performance of 10-year-olds was affected by the second task, whereas in 7-year-olds no performance difference was found between the single- and dual-task conditions. Overall, our study suggests that there are differences in the amount of effortful processing that 7- and 10-year-olds engage at the beginning of the learning process: Procedural learning in young children is mainly implicit, as attested by its lesser sensitivity to an interference task, whereas high-level explicit mechanisms seem to contribute to the procedural performance of 10-year-old children. However, these explicit mechanisms, even if they have an effect on performance, may not have an impact on the learning curve because no difference in rate of acquisition was found between age groups. These findings are discussed in the light of classical conceptions of procedural learning. [less ▲]

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See detailThe Conners Parent Rating Scale: Psychometric properties in typically developing 4- to 12-year-old Belgian French-speaking children
Catale, Corinne ULg; Geurten, Marie ULg; Lejeune, Caroline ULg et al

in European Review of Applied Psychology = Revue Européenne de Psychologie Appliquée (2014), 64

The Conners Parent Rating Scale – 48 items (CPRS) is one of the most widely used behavioralscales in clinical and research settings with children. The principal aim of this study was to validate the five ... [more ▼]

The Conners Parent Rating Scale – 48 items (CPRS) is one of the most widely used behavioralscales in clinical and research settings with children. The principal aim of this study was to validate the five-factor structure of the French version ofthe CPRS in 4- to 12-year-old Belgian French-speaking children. Secondly, a sample of children with Atten-tion Deficit and Hyperactivity Disorder (ADHD) was assessed and their ADHD CPRS profile was examined. A total of 382 typically developing children from 4 to 12 years old were included in this study.Furthermore, 15 children (aged 6 to 12 years old) diagnosed with ADHD participated in this study. Confirmatory factor analysis shows that the CPRS presents good psychometric properties andhas a factor structure similar to the original version. Furthermore, the CPRS shows high rates of sensitivityand specificity when the ADHD and control group scores are compared. This study confirms the original five-factor structure of the CPRS when used with French-speaking children. Our results highlight the fact that the CPRS is a reliable measure of parental perceptionof their children’s disruptive [less ▲]

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See detailThe Assessment of Executive Functioning Using the Childhood Executive Functioning Inventory (CHEXI)
Thorell, Lisa B.; Catale, Corinne ULg

in Goldstein, S.; Naglieri, J. (Eds.) Handbook of Executive functioning (2014)

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See detailValidation d’un test d’inhibition auprès d’enfants présentant un trouble déficitaire de l’attention avec/sans hyperactivité
Catale, Corinne ULg; Lejeune, Caroline ULg; Schmitz, Xavier ULg et al

in Canadian Journal of Behavioural Science = Revue Canadienne des Sciences du Comportement (2014), 46(1), 66-72

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the ... [more ▼]

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the clinical value of this tool. 346 French-speaking children without any developmental disorders or learning disabilities were included in this study. A clinical group of 25 children with attention deficit and hyperactivity disorder was also assessed with this task. Developmental analyses on age groups show an enhancement of performance in the interference condition between 5 and 8 years old. Furthermore, results also show that the clinical group performed significantly less accurately that the control group for the interference condition, which confirms the clinical interest of this tool. [less ▲]

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See detailIntact procedural motor sequence learning in developmental coordination disorder
Lejeune, Caroline ULg; Catale, Corinne ULg; Willems, Sylvie ULg et al

in Research in Developmental Disabilities (2013), 34(6), 1974-1981

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with ... [more ▼]

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task. These findings challenge the hypothesis that a procedural learning impairment underlies the difficulties of DCD children in acquiring and automatizing daily activities. We suggest that the previously reported impairment of children with DCD on the serial reaction time task is not due to a sequence learning deficit per se, but rather due to methodological factors such as the response mode used in these studies. [less ▲]

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See detailDiagnostic, assessment and remediation of the attention deficit and hyperactivity disorder (ADHD): The neuropsychologist’s point of view
Catale, Corinne ULg; Meulemans, Thierry ULg

in Neuropsychiatrie de l'Enfance et de l'Adolescence (2013), 3

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children ... [more ▼]

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children remains very difficult. The principal aim of this paper is to present the interest of a integrative approach in the understanding, diagnosis and identification of difficulties in ADHD children. More particularly, it aims to underline the interest of the cognitive approach in the understanding of this disorder in the day-to-day life functioning, as well as the benefits of this approach when a specific remediation is planned. [less ▲]

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See detailFrench Adaptation of the Childhood ExecutivFe Function Inventory (CHEXI): Confirmatory Factor Analysis in a Sample of Young French-Speaking Belgian Children
Catale, Corinne ULg; Lejeune, Caroline ULg; Merbah, Sarah ULg et al

in European Journal of Psychological Assessment (2013), 29(2), 149-155

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four ... [more ▼]

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four subscales: working memory, planning, inhibition, and regulation. By using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008) found a two-factor solution tapping working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. Ninety-five parents of 5- and 6-year-old children completed the CHEXI. Eighty-seven children from this sample were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed. [less ▲]

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See detailThe way we learn this knowledge that dominates all other knowledge
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

Conference (2013)

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this ... [more ▼]

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this development. In this experiment, a scale designed to assess three main aspects of metamemory knowledge (internal strategy knowledge, external strategy knowledge, general knowledge) and a battery of executive tasks was administered to a group of 80 children aged 4, 6, and 11. At the same time, variables such as intelligence, vocabulary and parental education level were also taken into account. Stepwise analyses carried out on each of the three metamemory subscales showed that executive functions of inhibition and response monitoring, as well as verbal fluency, were single predictors of internal strategy knowledge for children aged 6 and 11. Only verbal fluency predicted external strategy knowledge. None of the variables included in the analyses could explain the children’s general knowledge of memory functioning or the 4-year-old group’s performance on any of the three subscales. Results are discussed in terms of ease of monitoring, access to explicit knowledge and influence of implicit learning. [less ▲]

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See detailChildren’s Knowledge About Memory: Adaptation and French Validation of a Scale to Assess it.
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

in INS Abstract Book (2013)

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010 ... [more ▼]

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010), adjustments have been made to reduce language skill contamination as well as to increase the developmental appropriateness and sensibility of the scale. Results show the emergence of two sub-scales (“strategy knowledge” and “general memory knowledge”) on the factor analysis and reveal an excellent interrater reliability as well as a good internal consistency for the global scale and two sub-scales (respectively, Cronbach α = .79; .81 and .71). As expected with regard to the literature, a significant correlation has appeared between the metamemory scale and short-term memory capacities (convergent validity). Similarly, the metamemory score has shown its ability to predict children memory performance (predictive validity). Finally, the lack of correlation between most of the scale’s items and vocabulary measurement (Peabody Picture Vocabulary Test) and the very good ability of the scale to distinguish between age groups demonstrate that the adaptations made to improve the Kreutzer et al.’s scale in terms of language’s contamination and developmental sensibility have reached their goal. Regarding its psychometric properties, these results suggest that this interview can be considered as a useful and reliable tool for developmental research. Furthermore, they confirm the importance of metamemory knowledge in memory performance. Future studies will have to be carried out to show the utility of this scale in a clinical population. [less ▲]

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See detailAge-Related Differences in Perceptuomotor Procedural Learning in Children
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

in Journal of Experimental Child Psychology (2013), 116

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known ... [more ▼]

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known about the development of procedural learning or the role played by explicit cognitive processes during learning. The main objectives of this study were: (1) to determine whether procedural learning performance improves with age by comparing groups of 7-yearold children, 10-year-old children, and adults, and (2) to investigate the role played by executive functions during the acquisition in these three age groups. Seventy-six subjects were assessed on a computerized adaptation of the mirror tracing paradigm. Results revealed that the youngest children had more difficulty adapting to the task (they were slower and committed more errors at the beginning of the learning process) than 10-year-olds, but despite this age effect observed at the outset, all children improved performance across trials and transferred their skill to a different figure as well as adults. Correlational analyses showed that inhibition abilities play a key role in the performance of 10-year-olds and adults at the beginning of the learning, but not in 7-year-olds. Overall, our results suggest that the age-related differences observed in our procedural learning task are at least partly due to the differential involvement of inhibition abilities, which may facilitate (so long as they are sufficiently developed) learning in the initial steps of learning process; however, they would not be a necessary condition for skill learning to occur. [less ▲]

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See detailValidation of a French Version of a New Anxiety Trait Scale for Children
Geurten, Marie ULg; Meulemans, Thierry ULg; Fresson, Megan ULg et al

Poster (2013)

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to ... [more ▼]

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to validate through Confirmatory Factor Analyses (CFA) the a priori three-factor structure of the French version of the anxiety trait scale for children which includes psychological (“tend to be worried about everything”), behavioral (“tend to be upset, nervous or grumbling”), and somatic symptoms (“headache complaints”) of anxiety. This scale was previously found to discriminate, with high sensitivity and specificity, children with anxiety from control group. A first CFA performed on 288 6-12 year-old children showed an acceptable fit (2/df =2.66; RMSEA=.07 and CFI=.94). A second three-factor model was constructed and showed a better fit with a new sample of 287 children (2/df =2.18; RMSEA=.06 and CFI=.96), with a lower ECVI value for the model 2. For this model, the Cronbach’s alpha for each of the subscales ranged from .71 to .86, which confirmed the good internal reliability of the scale. This study provides a new three-factor structure for this anxiety scale and proposes normative data for French-speaking children. [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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