References of "Leclercq, Anne-Lise"
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See detailBeyond stuttering : Speech disfluencies in normally fluent, French-speaking children at age four
Leclercq, Anne-Lise ULg; Suaire, Pauline; Moyse, Astrid

Poster (2016, June)

The aim of the present study is to establish normative data concerning the speech disfluencies existing in normally fluent children speaking French at age 4, an age at which stuttering has begun in 95% of ... [more ▼]

The aim of the present study is to establish normative data concerning the speech disfluencies existing in normally fluent children speaking French at age 4, an age at which stuttering has begun in 95% of children who stutter (Yairi & Ambrose, 2013). [less ▲]

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See detailFaire preuve de réflexion éthique pour poser un acte professionnel : une compétence transversale développée tout au long du Master en logopédie
Martinez Perez, Trecy ULg; Leclercq, Anne-Lise ULg; Leroy, Sandrine ULg et al

Poster (2016)

Le code éthique de la profession constitue un point de départ pour guider les actes mais le professionnel de la santé doit régulièrement aller au-delà de celui-ci et faire preuve de réflexion pour ... [more ▼]

Le code éthique de la profession constitue un point de départ pour guider les actes mais le professionnel de la santé doit régulièrement aller au-delà de celui-ci et faire preuve de réflexion pour analyser les situations complexes au niveau moral qui peuvent survenir (Purtilo & Doherty., 2011). L’équipe enseignante du Master en Logopédie de l’Université de Liège (Belgique) a souhaité travailler cette compétence transversale chez les étudiants au cours des cinq années du Master en Logopédie à travers plusieurs dispositifs d’apprentissage complémentaires. Tout d’abord, au cours du Bachelier, l’étudiant est amené à découvrir le code éthique et déontologique de la profession, à identifier les principes de ce code dans une situation professionnelle ciblée puis dans une variété de situations professionnelles. Ensuite, au cours du Master, l’étudiant est amené à inclure une réflexion éthique dans les actes qu’il pose durant ses stages sur le terrain (en contexte monodisciplinaire puis en contexte multidisciplinaire), à discuter des principes dans un contexte d’intervision/supervision avec d’autres étudiants et un tuteur (pour un dispositif similaire en Sciences infirmières, voir Blomberg & Bisholt, 2015) et, finalement, à susciter une réflexion critique chez ses pairs sur une question éthique et déontologique. Ces dispositifs d’apprentissage et leur complémentarité, ainsi que les perspectives d’évaluation seront développés dans le poster. [less ▲]

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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)

Detailed reference viewed: 61 (9 ULg)