References of "Leclercq, Anne-Lise"
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See detailMon enfant bégaie : Que faire ?
Leclercq, Anne-Lise ULg

Conference given outside the academic context (2016)

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See detailPresse: Mon enfant bégaie: Que faire ? L'invité de votre région, RCF Radio
Leclercq, Anne-Lise ULg

Diverse speeche and writing (2016)

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See detailPresse: Trouble de la parole Quand le bégaiement chez l’enfant devient inquiétant
Leclercq, Anne-Lise ULg

Diverse speeche and writing (2016)

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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 detailBégaiement chez le jeune enfant : Données préliminaires sur l’implémentation du programme Lidcombe en clinique francophone
Leclercq, Anne-Lise ULg; Kister, Julie ULg

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

This paper presents preliminary results of the Lidcombe program on French stuttering preschool children. The purpose is to assess its effectiveness in regular clinical contexts, with various profiles of ... [more ▼]

This paper presents preliminary results of the Lidcombe program on French stuttering preschool children. The purpose is to assess its effectiveness in regular clinical contexts, with various profiles of children, and to discuss the possible treatment mechanisms. [less ▲]

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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 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 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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See detailEBP en logopédie : Exemples de rééducations issues de la recherche et appliquées en clinique
Martinez Perez, Trecy ULg; Leclercq, Anne-Lise ULg

Scientific conference (2014, October 17)

L'Evidence-Based Practice (EBP) se définit comme l'utilisation consciencieuse et judicieuse des meilleures données (preuves) issues de la recherche clinique pour une prise en charge personnalisée de ... [more ▼]

L'Evidence-Based Practice (EBP) se définit comme l'utilisation consciencieuse et judicieuse des meilleures données (preuves) issues de la recherche clinique pour une prise en charge personnalisée de chaque patient (Sackett, 1996). Initié en médecine, l'EBP touche désormais d'autres pratiques cliniques telles que la logopédie. Lors de cet atelier, nous illustrerons comment transposer dans notre pratique clinique des rééducations qui ont montré leur efficacité via des recherches dans le domaine du langage oral et du bégaiement. [less ▲]

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See detailRéflexions sur les outils d'évaluation de la phonologie et de la morphosyntaxe dans le diagnostic de dysphasie
Devault, Cecilia; Labbé, Amandine; Leclercq, Anne-Lise ULg

Scientific conference (2014, October 17)

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See detailDysphasie : Réflexions autour de la définition et des critères diagnostiques
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg

in Les entretiens de Bichat : les entretiens d'orthophonie 2014 : Les "dys", état de l'art et orientations cliniques (2014, September 27)

Specific language impairment refers to a non-homogeneous group: linguistic and non-linguistic abilities differ from one child to another. Increasing knowledge in this field has led to clarify both the ... [more ▼]

Specific language impairment refers to a non-homogeneous group: linguistic and non-linguistic abilities differ from one child to another. Increasing knowledge in this field has led to clarify both the definition and the diagnostic criteria in order to facilitate its diagnosis. However, the clinical complexity of this trouble questions the relevance of these diagnostic criteria. The present article intends to think about the clinical diagnostic of specific language impairment in order to allow informed decision making during its assessment and therapy. [less ▲]

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See detailSentence repetition task as a powerful diagnostic tool in French children with SLI
Leclercq, Anne-Lise ULg

Poster (2014, July)

Sentence repetition is considered as a psycholinguistic marker of specific language impairment (SLI) (i.e., Redmond et al., 2011). However, little is known about specificity and sensitivity for most ... [more ▼]

Sentence repetition is considered as a psycholinguistic marker of specific language impairment (SLI) (i.e., Redmond et al., 2011). However, little is known about specificity and sensitivity for most language tests, especially in French (Thordardottir et al., 2011). This study aims at assessing the specificity and sensitivity of a sentence repetition task frequently used in clinical evaluations (Chevrie-Muller et al., 2010). This task could be especially interesting because clinicians can compute separate linguistic scores depending on the answers produced by the children, enabling them to get a glimpse of the areas of language difficulties in these children. Fourty-four school-age children with SLI, and 34 age-and-IQ-matched controls participated in this study. Children with SLI were diagnosed by certified speech-language pathologists and attained specific language classes in special needs schools from at least one year. Moreover, they scored more than -1.25 SD below expected normative performance in at least 2 language areas on other standardised tests used in previous studies including French children with SLI. Results show that both sensitivity and specificity of general scores were high (over 80%) at three cut-off points widely used in clinical practice: -1SD, -1.25 SD, -2 SD. Moreover, an exploratory factorial analysis indicates that two distinct factors can be dissociated in children productions: a morphosyntactic factor and a lexico-semantic factor, together explaining 96.48% of the variance in production scores. These results reveal that the sentence repetition task is a powerful diagnostic tool in French children with SLI. [less ▲]

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See detailA parent-implemented language intervention in lower socioeconomic status populations
Martinez Perez, Trecy ULg; Leclercq, Anne-Lise ULg; Mulquet, Amandine et al

Poster (2014, July)

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See detailThe Impact of Dual-Tasking on Verbal Short-Term Memory in Children with Specific Language Impairment
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg; Lange, Manon et al

Poster (2014, June)

Limitations in general processing capacities have been proposed to account for poor verbal short-term memory (STM) performances in children with SLI. Previous studies observed that STM performances ... [more ▼]

Limitations in general processing capacities have been proposed to account for poor verbal short-term memory (STM) performances in children with SLI. Previous studies observed that STM performances decreased to a larger extent in children with SLI as compared to their unaffected peers when the processing demands of the task increased (e.g., Ellis Weismer, et al., 2005; Montgomery, 2000a,b). However, in these studies, the increase in attention processing demands went with an increase in linguistic processing demands. Since children with SLI experience language processing problems, it is not clear whether general attention problems or language processing problems are at the root of their larger performance decrease as compared to their unaffected peers. This study aims at directly assessing the hypothesis that limitations in general attentional capacity are at the root of poor STM performances in children with SLI, using an attention demanding visual search task administered concurrently with nonword repetition task. Twenty-three children with SLI, 23 age-matched children, and 23 nonword span-matched children performed immediate serial recall tasks of nonwords. The STM lists were presented either alone or concurrently with the target detection task. Moreover, the target detection task either stopped or continued when children had to recall the nonwords. Results show a main effect of dual task condition on both nonword repetition accuracy and target detection accuracy. Performances in children with SLI were not more affected than in controls by the necessity to perform a concurrent visual attention task during nonword lists presentation. However, nonword recall seemed to be more challenging for children with SLI than for age-matched controls. Indeed, performances in the visual task were lower in children with SLI than in their age-matched controls, but not as compared to nonword span-matched controls. [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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