References of "Maillart, Christelle"
     in
Bookmark and Share    
Full Text
See detailFormer des futurs logopèdes à l’Evidence-Based Practice : défis et perspectives
Maillart, Christelle ULg; Durieux, Nancy ULg

Conference (2017, May 20)

Dans cette première intervention de l'atelier intitulé "Impacts de la recherche sur les questions de société actuelles : importance de l’evidence-based practice", nous définirons l’EBP et illustrerons la ... [more ▼]

Dans cette première intervention de l'atelier intitulé "Impacts de la recherche sur les questions de société actuelles : importance de l’evidence-based practice", nous définirons l’EBP et illustrerons la façon dont cela est enseigné à la Faculté de Psychologie, Logopédie et des Sciences de l’Education de l’Université de Liège (ULg) à travers l’exemple de la formation en logopédie. Selon leur code déontologique, les logopèdes doivent offrir à leurs patients une prise en charge de la meilleure qualité possible, en tenant compte des spécificités et des préférences de chaque patient. Ces enjeux sont au cœur de l’approche EBP qui se définit comme l’intégration consciencieuse, explicite et appropriée des meilleures preuves issues de trois sources distinctes : 1) les preuves externes venant de la recherche scientifique ; 2) les preuves internes venant de l’expérience clinique ; 3) les preuves concernant les préférences d’un patient correctement et complètement informé. Les dispositifs pédagogiques mis en place à l’ULg pour former les futurs logopèdes à cette pratique ciblent les cinq étapes de la démarche EBP, à savoir : 1) transformer le besoin d’information en une question claire et précise, 2) trouver les meilleures données probantes issues de la recherche pour répondre à cette question, 3) évaluer de manière critique ces données, 4) combiner cette évaluation critique avec la compétence clinique du praticien et les caractéristiques individuelles du patient, ses valeurs et sa situation et 5) évaluer l’efficacité de la décision clinique et l’efficience personnelle à exécuter le processus de prise de décision. L’importance d’une approche intégrée et d’une pratique répétée sera soulignée. [less ▲]

Detailed reference viewed: 22 (3 ULg)
Full Text
Peer Reviewed
See detailAnalogical reasoning in children with specific language impairment: Evidence from a scene analogy task
Krzemien, Magali ULg; Jemel, Boutheina; Maillart, Christelle ULg

in Clinical Linguistics & Phonetics (2017)

Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual ... [more ▼]

Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered. [less ▲]

Detailed reference viewed: 30 (5 ULg)
Full Text
Peer Reviewed
See detailMemory consolidation in children with Specific Language Impairment: Delayed gains and susceptibility to interference in implicit sequence learning
Desmottes, Lise ULg; Maillart, Christelle ULg; Meulemans, Thierry ULg

in Journal of Clinical and Experimental Neuropsychology (2017)

Introduction: In this study, the time course of the procedural learning of a visuomotor sequence skill was followed over a 24-hour and a 1-week time period in children with and without specific language ... [more ▼]

Introduction: In this study, the time course of the procedural learning of a visuomotor sequence skill was followed over a 24-hour and a 1-week time period in children with and without specific language impairment (SLI). Two aspects of memory consolidation in implicit sequence learning were examined: the evolution of post-training gains in sequence knowledge (Experiment 1) and the susceptibility to interference (Experiment 2). Method and Results: In the first experiment, 18 children with SLI and 17 control children matched for sex, age, and nonverbal intelligence completed a serial reaction-time (SRT) task and were tested 24 hours and 1 week after practicing. The two groups of children attained an equal level of sequence knowledge in the training session, but the children with SLI lacked the consolidation gains displayed by the control children in the two post-training sessions. Working with a new group of children, 17 with SLI and 17 control peers, Experiment 2 examined resistance to interference by introducing a second sequence 15 minutes after the first training session. Similar results were obtained for the performance of both groups in the training session. However, although the performance of the control group improved in the post-training sessions, the performance of the SLI group deteriorated significantly during the consolidation phase due to the interfering sequence. Conclusion: These findings suggest that the consolidation phase of sequence learning is impaired in children with SLI. [less ▲]

Detailed reference viewed: 55 (10 ULg)
Full Text
Peer Reviewed
See detailSoutenir le développement langagier en maternelle : Développement d’un outil d’observation et de soutien pour les enseignant.e.s en Belgique francophone
Bergeron-Morin, Lisandre ULg; Leroy, Sandrine ULg; Maillart, Christelle ULg

Conference (2016, November 14)

Les effets positifs des contextes éducatifs préscolaires sur le développement langagier des en-fants et par conséquent sur leur réussite éducative subséquente sont maintenant reconnus, particulièrement ... [more ▼]

Les effets positifs des contextes éducatifs préscolaires sur le développement langagier des en-fants et par conséquent sur leur réussite éducative subséquente sont maintenant reconnus, particulièrement auprès des enfants provenant de milieux vulnérables sur le plan socio-économique (Dickinson, 2011). En effet, les enfants ont l’occasion d’y expérimenter de façon quotidienne des interactions riches et diversifiées avec les enseignant.es, susceptibles d’étayer leur langage (Pence et al., 2008). Or, la qualité du soutien au développement langagier offert, qui dépend entre autres de la capacité de l’enseignante à observer et à ainsi s’adapter au niveau de développement langagier de chaque enfant, est très hétérogène d’une groupe à l’autre (Bou-chard et al., 2010; Girolametto et al., 2002). En Belgique francophone, où l’orthophonie dite préventive est encore peu développée, les ensei-gnantes de maternelle font état d’un manque d’outils et de connaissances pour observer le déve-loppement langagier des enfants. L’outil SOLEM (Soutenir et Observer le Langage des Enfants en Maternelle) a été développé pour répondre à ce besoin. MÉTHODE Quatre groupes nominaux ont été réalisés auprès de 39 enseignants, agents psycho-médico-sociaux et directions d’écoles afin d’identifier leurs besoins. Un prototype de l’outil d’observation a été développé et mis à l’essai dans 10 classes pilotes, afin d’en valider la forme et le contenu. 4 enfants par groupe ont été évalué de façon parallèle avec l’Évaluation du Langage Oral (ELO), afin de faire état de la validité concurrente de l’outil SOLEM. RÉSULTATS SOLEM a été développé à partir de constats issus des groupes nominaux : accorder de l’importance aux aspects moins formels du langage, avoir une démarche en arborescence adap-tée à chaque enfant, qui mène à des pistes d’actions adaptées. Les premières mises à l’essai semblent confirmer que SOLEM répond au besoin exprimé par les enseignants.es : identifier les enfants qui ont besoin d’un soutien spécifique sur le plan du développement langagier et obser-ver leur communication pour y ajuster le soutien offert. Les résultats permettent d’aborder une réflexion sur comment l’observation du développement langagier des enfants par l’enseignant.e peut introduire la mise en place de pratiques de soutien aux habiletés langagières dans les groupes de maternelle. [less ▲]

Detailed reference viewed: 181 (10 ULg)
Peer Reviewed
See detailSpeech style manipulations in dysarthria in French-speaking children: Acoustic findings.
Ancelle, Josephine; Moya Gale, G.; Hetrick, B et al

Poster (2016, November)

Detailed reference viewed: 40 (1 ULg)
Full Text
Peer Reviewed
See detailVisual artificial grammar learning in children with SLI : Is variability the key ?
Desmottes, Lise ULg; Maillart, Christelle ULg; Demelenne, Pauline et al

Poster (2016, June 18)

Detailed reference viewed: 39 (2 ULg)
Full Text
Peer Reviewed
See detailSpeech characteristic of French-speaking children with Dysarthria: Pilot study
MacLeod, andrea; Maillart, Christelle ULg; Ancelle, J. et al

Poster (2016, June)

Detailed reference viewed: 71 (2 ULg)
Full Text
Peer Reviewed
See detailAnalogical reasoning in children with Specific Language Impairment: Evidence from a scene analogy task
Krzemien, Magali ULg; Jemel, Boutheina; Maillart, Christelle ULg

Poster (2016, June)

Analogical reasoning development maintains a mutual influence with language acquisition: the use of relational labels helps to resolve analogical reasoning tasks (Christie & Gentner, 2014) while ... [more ▼]

Analogical reasoning development maintains a mutual influence with language acquisition: the use of relational labels helps to resolve analogical reasoning tasks (Christie & Gentner, 2014) while analogical reasoning enables the acquisition of new linguistic concepts or structures (Gentner & Namy, 2006). This link has driven some authors to examine the analogical reasoning ability of children with Specific Language Impairment. Those children have poorer analogical reasoning performance than their age-matched peers without language disorders (Leroy et al., 2012 ; Leroy et al., 2014). So, children with SLI seem to have an analogical reasoning weakness which could be linked to their language disorders. Thus, our goal here is to measure the ability of children with SLI to solve analogies, and to compare it to chronological age-matched but also to linguistic age-matched peers without language disorders. Our hypotheses here are the followings: children with SLI have weaker analogical reasoning competence compared to chronological age-matched peers and similar or weaker analogical reasoning competence compared to language-matched peers. To test these hypotheses, we use a scene analogy task composed of pictures of 20 relations (Richland et al., 2006) varying in relational complexity (binary or ternary relations) and in perceptual distraction. Twenty children with SLI are matched to chronological age and linguistic age peers without language disorders. Children with SLI have poorer performance then their age-matched peers but they have similar performance to their language-matched peers. This data reinforces the idea of a link between analogical reasoning and language, also in children with SLI. However, the nature of this link should still be clarified. [less ▲]

Detailed reference viewed: 84 (6 ULg)
Full Text
Peer Reviewed
See detailSoutenir le développement langagier des enfants en maternelle : portrait de la qualité des interactions enseignant.e/enfants
Leroy, Sandrine ULg; Bergeron-Morin, Lisandre ULg; Bouchard, Caroline et al

Conference (2016, May 20)

Les enfants issus de milieux précarisés sont plus susceptibles de développer de faibles habiletés langagières (Hoff, 2003 ; Sylvestre & Mérette, 2012). En plus du milieu familial, l’environnement scolaire ... [more ▼]

Les enfants issus de milieux précarisés sont plus susceptibles de développer de faibles habiletés langagières (Hoff, 2003 ; Sylvestre & Mérette, 2012). En plus du milieu familial, l’environnement scolaire constitue un contexte privilégié pour prévenir certaines difficultés langagières (Dickinson, 2011). Les enfants peuvent y bénéficier d’interactions riches et diversifiées, tant avec les adultes qu’avec leurs pairs (Pence et al., 2008). C’est lorsque la qualité des interactions enseignant-enfant atteint un certain seuil que les effets bénéfiques sur les habiletés langagières seraient plus importants, surtout pour les enfants plus vulnérables (Burchinal et al., 2010). Or, la qualité de ces interactions - plus spécifiquement la qualité des stratégies de soutien au développement langagier - est très variable d’un milieu préscolaire à l’autre, selon des études québécoises (Bouchard et al., 2010 ; ISQ, 2014). De surcroît, la qualité serait plus faible dans les milieux défavorisés (Vandenbroeck, 2015). Cependant, aucune étude n’a été menée actuellement en Belgique francophone. L’objectif est de documenter la qualité des interactions et de l’utilisation de stratégies de soutien langagier par les enseignants dans les classes de deuxième maternelle en Wallonie/Bruxelles. Six enseignants de 2ème maternelle participent à la phase-pilote. Des observations in vivo et des enregistrements vidéo sont réalisés dans les classes, dans les conditions les plus naturelles possible. La qualité des interactions est évaluée à l’aide du CLASS® Pre-K (Classroom Assessment Scoring System®, Pianta et al., 2008). La Grille d’évaluation des interactions et des pratiques langagières de l’éducatrice (GEIPLE) est également complétée (Girolametto et al., 2002, traduite par Bouchard et al., 2010). Les résultats permettent d’engager une réflexion sur les modalités actuelles, et sur celles qu’il est possible d’implanter, pour mieux soutenir le développement langagier des enfants, et plus particulièrement des enfants en milieu précarisé, et d’émettre des recommandations relatives aux formations prodiguées aux enseignants. [less ▲]

Detailed reference viewed: 120 (4 ULg)
Full Text
Peer Reviewed
See detailThe Sensitivity of Children with SLI to Phonotactic Probabilities During Lexical Access
Quémart, Pauline; Maillart, Christelle ULg

in Journal of Communication Disorders (2016), 61

The procedural deficit hypothesis (Ullman & Pierpont, 2005) has been proposed to account for the combination of linguistic and nonlinguistic deficits observed in specific language impairment (SLI ... [more ▼]

The procedural deficit hypothesis (Ullman & Pierpont, 2005) has been proposed to account for the combination of linguistic and nonlinguistic deficits observed in specific language impairment (SLI). According to this proposal, SLI results from a deficit in procedural memory that prevents children from developing sensitivity to probabilistic sequences. We tested the ability of children with SLI to rely on a specific type of probabilities characterizing sequences that occur in a given language: phonotactic probabilities. Twenty French-speaking children with SLI (M = 10;1), 20 typically developing children matched for chronological age (M = 10;0) and 20 typically developing children matched for receptive vocabulary (M = 7;4) performed an auditory lexical decision task. Pseudoword stimuli were built with combinations of either frequently associated phonemes (high phonotactic probability) or infrequently associated phonemes (low phonotactic probability). Phonotactic probabilities had a significant impact on the accuracy and speed of pseudoword rejection in children with SLI, but not in the two control groups. SLI children's greater reliance on phonotactic probabilities relative to typically developing children appears to contradict the PD hypothesis. Phonotactic probabilities may help them to partially overcome their difficulties in accessing the phonological lexicon during spoken word recognition. [less ▲]

Detailed reference viewed: 65 (11 ULg)
See detailLa guidance parentale : Un outil pour soutenir le développement langagier
Leclercq, Anne-Lise ULg; Martinez Perez, Trecy ULg; Maillart, Christelle ULg

Conference given outside the academic context (2016)

Detailed reference viewed: 83 (12 ULg)
Full Text
Peer Reviewed
See detailMirror-drawing skill in children with Specific Language Impairment: Improving generalization by incorporating variability in the practice session
Desmottes, Lise ULg; Maillart, Christelle ULg; Meulemans, Thierry ULg

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (2016)

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not ... [more ▼]

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not involve sequence learning and has never before been used in SLI. Thirty school-aged children with SLI matched to 30 control children had to trace several figures seen only in mirror-reversed view in two learning sessions separated by a one-week delay. Two practice conditions were compared: a constant condition in which children had to trace the same figure throughout the learning trials, and a variable one in which they had to trace different figures in each trial. Results revealed a similar learning pattern between SLI and TD children in both practice conditions, suggesting that initial learning for a nonsequential procedural task is preserved in SLI. However, children with SLI generalized the mirror-drawing skill in the same way as control children only if there was variability in the way the material was trained (variable practice). No significant schedule effects were observed in the control group. [less ▲]

Detailed reference viewed: 45 (9 ULg)
See detailLes troubles spécifiques du langage : la piste de la mémoire procédurale
Maillart, Christelle ULg

Scientific conference (2016, March 25)

Detailed reference viewed: 171 (7 ULg)
Full Text
See detailLes dysphasies : nouvelles conceptions théoriques et implications cliniques
Maillart, Christelle ULg

Conference (2016, February 20)

Detailed reference viewed: 228 (16 ULg)
Full Text
Peer Reviewed
See detailLater learning stages in procedural memory are impaired in children with Specific Language Impairment
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

in Research in Developmental Disabilities (2016)

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language ... [more ▼]

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. Aims The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. Methods and procedures Both groups of children completed a serial reaction time task and were tested 24 h and one week after practice. Outcomes and results Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. Conclusions and implications Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI. [less ▲]

Detailed reference viewed: 68 (12 ULg)
Full Text
Peer Reviewed
See detailImplicit spoken words and motor sequences learning are impaired in children with Specific Language Impairment
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

in Journal of the International Neuropsychological Society (2016)

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and ... [more ▼]

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and 24 SLI) were administered the Serial Search Task (SST), which enables the simultaneous assessment of implicit spoken words and visuomotor sequences learning. Results. Results showed that control children implicitly learned both the spoken words as well as the motor sequences. In contrast, children with SLI showed deficits in both types of learning. Moreover, correlational analyses revealed that SST performance was linked with grammatical abilities in control children but with lexical abilities in children with SLI. Conclusion. Overall, this pattern of results supports the procedural deficit hypothesis and suggests that domain general implicit sequence learning is impaired in SLI. [less ▲]

Detailed reference viewed: 54 (13 ULg)