References of "Maillart, Christelle"
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See detailL’evidence-based practice à portée des orthophonistes : intérêt des recommandations pour la pratique clinique
Maillart, Christelle ULg; Durieux, Nancy ULg

in Rééducation Orthophonique (in press)

La démarche evidence-based practice (EBP) littéralement « pratique basée sur des preuves », a pour objectif d’aider le clinicien à optimiser ses choix thérapeutiques en s’appuyant sur des données ... [more ▼]

La démarche evidence-based practice (EBP) littéralement « pratique basée sur des preuves », a pour objectif d’aider le clinicien à optimiser ses choix thérapeutiques en s’appuyant sur des données objectives issues de la recherche tout en tenant compte de la situation clinique. Néanmoins, la méthodologie complète de récolte et d’analyse des données est complexe et chronophage, ce qui est un frein réel pour son application en clinique. Pour remédier à cela, des synthèses scientifiquement motivées, appelées des recommandations de pratique clinique (RPC) ou guidelines, se développent et jouent alors un rôle essentiel pour l’actualisation des connaissances des professionnels. Cet article s’intéresse particulièrement aux recommandations pour la pratique clinique et au rôle qu’elles peuvent jouer dans la sensibilisation des cliniciens au recours à une démarche EBP. [less ▲]

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See detailOù en est la recherche sur les dysphasies ?
Maillart, Christelle ULg

Conference given outside the academic context (2014)

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See detailProcedural learning across modalities in French-speaking children with specific language impairment
Gabriel, Audrey ULg; Meulemans, Thierry ULg; Parisse, Christophe et al

in Applied Psycholinguistics (2014)

It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial ... [more ▼]

It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory linked to visual sequence learning. In this paper, 16 children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. The results showed that children with SLI were as fast as their TD peers in both modalities. All of the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. Although children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children’s weaknesses might depend on the type of processing involved (e.g., tasks involving auditory sequences). [less ▲]

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See detailThe impact of lexical frequency on sentence comprehension in children with specific language impairment
Leclercq, Anne-Lise ULg; Majerus, Steve ULg; Jacob, Laura et al

in Research in Developmental Disabilities (2014), 35

Children with SLI generally exhibit poor sentence comprehension skills. We examined the specific impact of grammatical complexity and lexical frequency on comprehension performance, yielding contrasting ... [more ▼]

Children with SLI generally exhibit poor sentence comprehension skills. We examined the specific impact of grammatical complexity and lexical frequency on comprehension performance, yielding contrasting results. The present study sheds new light on sentence comprehension in children with SLI by investigating a linguistic factor which has attracted little research interest: the impact of the lexical frequency of known words on sentence comprehension. We also examined the impact of grammatical complexity and sentence length by independently varying these two factors. Fifteen children with SLI, 15 age- and IQ-matched controls, and 15 controls matched on lexical and grammatical skills, performed sentence comprehension tasks in which three linguistic factors were manipulated: lexical frequency (sentences containing words of either low or high lexical frequency), grammatical complexity (sentence containing either a subject relative clause or an object relative clause) and sentence length (either short or long sentences). Results indicated that children with SLI performed more poorly overall compared to age- and IQmatched children and to lexical and morphosyntactic age-matched children. However, their performance was not more affected by either sentence length or clause type than that of control children. Only lexical frequency affected sentence comprehension to a greater extent in children with SLI relative to the control groups, revealing that SLI children’s sentence comprehension abilities are particularly affected by the presence of lowfrequency but familiar words. [less ▲]

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See detailLes orthophonistes utilisent-ils les données issues de la recherche scientifique ? Analyse des pratiques afin d’ajuster la formation universitaire en Belgique
Durieux, Nancy ULg; Pasleau, Françoise ULg; Vandenput, Sandrina ULg et al

in Glossa (2013, December), 113

Une des missions fondamentales d’une formation universitaire est de permettre aux futurs professionnels d’identifier et de traiter efficacement les informations nécessaires aux prises de décisions parmi ... [more ▼]

Une des missions fondamentales d’une formation universitaire est de permettre aux futurs professionnels d’identifier et de traiter efficacement les informations nécessaires aux prises de décisions parmi un nombre toujours croissant de documents disponibles. Pour atteindre cet objectif, le recours à l’Evidence-Based Practice (EBP) s’avère une approche méthodologique permettant d’acquérir les savoirs et savoir-faire requis pour, notamment, la recherche d’informations probantes. L’EBP doit donc logiquement faire partie de la formation initiale des futurs orthophonistes en restant en adéquation avec les besoins et pratiques des professionnels. À cette fin, il est important d’identifier les questions que se posent les cliniciens dans leur pratique quotidienne, la manière dont ils trouvent des réponses et s’ils ont recours ou non aux données issues de la recherche scientifique. Une enquête a été lancée en mai 2012 auprès d’orthophonistes travaillant en Communauté française de Belgique. La présente communication exposera les principaux résultats, recueillis auprès de 410 orthophonistes, qui conduiront à des pistes d’action pour l’enseignement universitaire et la formation continue. [less ▲]

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See detailLe développement langagier des enfants dysphasiques
Maillart, Christelle ULg

Conference (2013, November 22)

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See detailLes représentations phonologiques des enfants dysphasiques : données actuelles et perspectives
Maillart, Christelle ULg; Quemart, Pauline

Conference (2013, October 24)

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See detailEvidence-based practice et orthophonie
Maillart, Christelle ULg

Scientific conference (2013, October 15)

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See detailEvidence-Based Practice et orthophonie : application aux troubles développementaux du langage
Maillart, Christelle ULg; Durieux, Nancy ULg

Conference (2013, July 01)

L’objectif de cet atelier est de familiariser les orthophonistes avec l’Evidence-Based Practice (EBP). Chaque clinicien est de façon régulière confronté à des incertitudes quant aux choix thérapeutiques ... [more ▼]

L’objectif de cet atelier est de familiariser les orthophonistes avec l’Evidence-Based Practice (EBP). Chaque clinicien est de façon régulière confronté à des incertitudes quant aux choix thérapeutiques ou aux décisions cliniques à prendre pour un patient particulier. L’EBP est une approche méthodologique qui permet de réduire cette incertitude. Elle préconise d’associer les résultats cliniquement pertinents issus de la recherche scientifique à la compétence clinique du praticien et à la situation d’un patient correctement et complètement informé (Sackett et al., 1996). L’EBP est une démarche complexe qui nécessite de maîtriser les outils de recherche d’informations, de pouvoir accéder à la littérature, d’avoir une approche critique des données disponibles et de les confronter aux caractéristiques d’un patient cible. Nous partirons de situations cliniques concrètes liées aux troubles développementaux du langage pour illustrer la démarche et aider le participant à se l’approprier. [less ▲]

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See detailThe influence of the frequency of functional markers on repetitive imitation of syntactic constructions in children with specific language impairment, from their own language productions
Leroy, Sandrine ULg; Parisse, Christophe; Maillart, Christelle ULg

in Clinical Linguistics & Phonetics (2013), 27(6-7), 508-520

Several studies provide considerable insight into the role that frequency plays in language development. However, no study has investigated the direct relationship between frequency and grammatical ... [more ▼]

Several studies provide considerable insight into the role that frequency plays in language development. However, no study has investigated the direct relationship between frequency and grammatical acquisition in children with specific language impairment (SLI). In this study, we focus specifically on the influence of the frequency of functional words on the ability of children with SLI to produce grammatical constructions based on the children's own previous production but containing previously unused functional words. To test our hypothesis, the children were administered an imitative repetition task, tailored to their current level of language development. Results showed that children with SLI performed more poorly than language-matched children with typical language development. The difference between the two groups was more marked when the previously unused functional words were infrequent rather than frequent. Consequently, it would seem that the token frequency of functional words influences grammatical acquisition in children with SLI. The results and their implications for linguistic theories are discussed. [less ▲]

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See detailSpontaneous language of extremely premature children : Specific deficits in an informative language task
Martinez Perez, Trecy ULg; Grooteclaes, Vanessa; Docquier, Laurence et al

Poster (2013, June 24)

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See detailLe développement langagier
Maillart, Christelle ULg

Scientific conference (2013, June 08)

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See detailLack of generalization as explicative factor of morphosyntactic difficulties in children with SLI: a longitudinal study
Leroy, Sandrine ULg; Parisse, Christophe; Marchat, Aurélie et al

Poster (2013, June)

Background. Constructivist approach (Goldberg, 2006; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language ... [more ▼]

Background. Constructivist approach (Goldberg, 2006; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language, children have to generalize construction schemas to never heard items. Because children with SLI show limited morphosyntactic creativity and variability, we hypothesized that they would have difficulties to generalize their construction schemas, which would hinder their access to the most abstract level of the linguistic competence. Our aim was to test whether children with SLI had more difficulties than children with TLD to generalize a schema to new items. Methods. Seven children with SLI matched with 6 children TLD based on linguistic age were recorded for this study. Two steps were repeated at three different moments spread out three years. The first step consisted in a recording of a parent/child interaction at their house. All interactions were transcribed and analyzed. The second step consisted in the creation of two tasks from each child’s own productions: an utterance repetition task and a priming task. Tasks were individualized. Items were created from schemas considered as “acquired” and schemas considered as “non-acquired”. Results. Priming task. Current statistical analyses revealed a significant “Group” effect, a significant “Time” effect and a no significant “Group” by “Time” effect. Analyses revealed a significant “Structure” effect and a significant “Group” by “Structure” effect. Difference between the two groups was more marked for items with “non-acquired” schemas. Repetition task. The same results were obtained; except for “Time” variable (no significant effect). Discussion. The two groups had more difficulties to generalize non-acquired schemas to new items, but children with SLI seemed to have more difficulties, which could mean that their productivity with new schemas was more hindered. Consequently, results are compatible with our hypothesis suggesting that children with SLI have more difficulties for generalizing a schema to new items. [less ▲]

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See detailAdaptation française du LARSP
Prigent, Gaïd ULg; Parisse, Christophe; Maillart, Christelle ULg

Scientific conference (2013, April 16)

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