References of "Maillart, Christelle"
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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 ▲]

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See detailQu’attendent les orthophonistes des applications numériques à destination des personnes avec trouble du spectre autistique ?
Maillart, Christelle ULg; dor, Orianne ULg; Grevesse, Pascale ULg et al

in Rééducation Orthophonique (2015), 264

Numerous technogical applications dedicated to patients affected by the Autistic Spectrum Disorder (ASD) have recently emerged. Research has begun to prove the efficiency of technologies as support tools ... [more ▼]

Numerous technogical applications dedicated to patients affected by the Autistic Spectrum Disorder (ASD) have recently emerged. Research has begun to prove the efficiency of technologies as support tools for therapy for ASD sufferers. However, as far as we know, none study was focused on Speech-Language Therapist’s (SLT) needs. In order to fill this gap, three nominal groups were realized with 19 SLT working with patients with TSA. Identified needs have been ranked in importance. Results stress the importance of open-systems with fully customizable applications allowing the elaboration of individual progress based on specific therapeutic outcomes. [less ▲]

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See detailEvaluation de la connaissance relationnelle chez les enfants dysphasiques
Krzemien, Magali ULg; Leroy, Sandrine ULg; Maillart, Christelle ULg

Poster (2015, October 16)

La dysphasie est un trouble spécifique du développement du langage oral qui fait l’objet de nombreuses recherches mais dont certains aspects sont encore mal connus. Les théories explicatives de ce trouble ... [more ▼]

La dysphasie est un trouble spécifique du développement du langage oral qui fait l’objet de nombreuses recherches mais dont certains aspects sont encore mal connus. Les théories explicatives de ce trouble prolifèrent, notamment suite au développement de l’approche cognitivo-fonctionnelle du langage qui permet de concevoir celui-ci comme étant en interaction avec des processus généraux et non-linguistiques. En particulier, la théorie des grammaires de construction soutient que le langage s’acquiert par une abstraction progressive des formes entendues qui deviennent alors des schémas de construction. Ce mécanisme serait lié au raisonnement analogique. Or, les enfants présentant une dysphasie semblent détenir de faibles capacités de raisonnement analogique par rapport à leurs pairs de même âge. Nous nous demandons donc à quoi pourrait être dû ce déficit, en nous intéressant à un élément déterminant du raisonnement analogique : la connaissance relationnelle. Une tâche de scènes analogiques a été proposée à un groupe d’enfants présentant une dysphasie et à deux groupes contrôles, l’un apparié en âge linguistique et l’autre en mémoire de travail. Les participants devaient sélectionner l’élément détenant le même rôle relationnel qu’un élément pointé dans un dessin présenté au préalable. Les relations étaient similaires pour chaque item mais la nature des indices perceptuels variaient selon la condition : dans une condition, les indices perceptuels et relationnels concordaient, alors que dans une autre ils discordaient. Dans une troisième condition, aucune similarité perceptuelle n’était présente. Tous les enfants semblent bénéficier de la congruence entre informations perceptuelles et relationnelles. De plus, les enfants présentant une dysphasie détiennent des compétences de raisonnement analogique semblables à leurs pairs de même âge linguistique et de mêmes capacités de mémoire de travail. Ils semblent également posséder des connaissances relationnelles relativement préservées par rapport à leurs pairs de même âge mais des difficultés apparaissent quand la tâche se complexifie, notamment quand des distracteurs perceptuels doivent être inhibés. Ceci semble pouvoir être expliqué par les troubles langagiers et les déficits en mémoire de travail liés à la dysphasie. De futures études devront néanmoins écarter l’hypothèse d’une différence qualitative des représentations relationnelles entre des enfants présentant une dysphasie et d’autres ayant un développement langagier normal. [less ▲]

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See detailLes troubles phonologiques dans les troubles du langage oral.
Quémart, Pauline; MacLeod, Andrea; Maillart, Christelle ULg

in Rééducation Orthophonique (2015), 263

The aim of this article is to describe the nature of phonological disorders among children with primary language disorders. Because phonological disorders can have different origins, it is important for ... [more ▼]

The aim of this article is to describe the nature of phonological disorders among children with primary language disorders. Because phonological disorders can have different origins, it is important for clinicians to be able to determine the origin of difficulties, in order to adapt treatment accordingly. Following an overview of the development of phonological skills, the psycholinguistic model of Steakhouse and Wells (1997) will be explained. This model contribues to a precise examination of the nature of the difficulties experienced by children with primary language disorders. Finally, two studies that examined speech abilities in children with primary language disorders will be presented to illustrate the importance of an in-depth evaluation of phonological abilities for assessment and treatment planning. [less ▲]

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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 detailÉvaluation du raisonnement analogique et des connaissances relationnelles d'enfants présentant une dysphasie.
Krzemien, Magali ULg; Leroy, Sandrine ULg; Maillart, Christelle ULg

in Revue de Neuropsychologie, Neurosciences Cognitives et Cliniques (2015), 7(4), 269-278

Analogical reasoning is a human ability that allows making a correspondence between two situations based on their common relational structure. It permits to learn new information about a specific ... [more ▼]

Analogical reasoning is a human ability that allows making a correspondence between two situations based on their common relational structure. It permits to learn new information about a specific situation and it is also strongly linked to language abilities. Thus, according to some authors, the language disorders of children with Specific Language Impairment (SLI) are due to analogical reasoning difficulties. These children seem indeed to have problems to abstract a structure from several heard forms. In this paper, we will try to understand more accurately these analogical reasoning difficulties. To reach this goal, we created a scene analogy task that was administered to a group of children with SLI. The children were matched to a chronological age, a linguistic age and a working memory control participant. Perceptual infomation wich varied accross conditions was added. The perceptual similarities were in agreement with the relational similarities or not, or were absent from the items. It seems that all children benefit from the agreement between perceptual and relational information. Children with SLI also seem to have similar relational knowledge than their chronological age peers. However, they tend to have difficulties applying an analogical reasoning when perceptual information has to be inhibited. These difficulties could be explained by their poor language and working memory abilities since no difference appears between children with SLI and their linguistic age or working memory peers. Yet, a qualitative impairment of relational knowledge cannot be excluded. [less ▲]

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See detailInformation behaviour of French-speaking speech–language therapists in Belgium: results of a questionnaire survey
Durieux, Nancy ULg; Pasleau, Françoise ULg; Piazza, Aurélie ULg et al

in Health Information andLibraries Journal (2015)

BACKGROUND: Speech–language therapists (SLTs) are encouraged to implement evidence-based practice (EBP). Nevertheless, EBP use by practitioners can be questioned. OBJECTIVES: The objective of this study ... [more ▼]

BACKGROUND: Speech–language therapists (SLTs) are encouraged to implement evidence-based practice (EBP). Nevertheless, EBP use by practitioners can be questioned. OBJECTIVES: The objective of this study was to explore Belgian French-speaking SLTs’ information behaviour and their awareness of EBP. The collected data allow one to determine how far they have embraced this approach. METHODS: The two Belgian French-speaking SLT professional associations promoted an online questionnaire survey by email. Additionally, clinical supervisors of students were asked to participate. In March 2012, 2068 emails were sent. RESULTS: The participation rate was at least 20% (n = 415). The reported information needs mainly concerned treatment or diagnosis. Most of the time, to attempt to fulfil their information needs, SLTs relied on their own resources (personal experience and libraries) and on colleagues in the workplace. When they searched on the Internet, they preferred to use a general search engine rather than a specialised bibliographic database. Barriers to obtaining scientific information are highlighted. Only 12% of the respondents had already heard about EBP. CONCLUSION: This study provides the first overview of the information behaviour of SLTs working in the French community of Belgium. Several recommendations are suggested for SLTs and librarians. [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 detailPréciser, argumenter et évaluer les objectifs thérapeutiques pour améliorer la prise en charge orthophonique
Martinez Perez, Trecy ULg; dor, Orianne ULg; Maillart, Christelle ULg

in Rééducation Orthophonique (2015), 261

L’adage « reculer pour mieux sauter » s’applique parfaitement à l’étape de définition du projet thérapeutique. Prendre le temps de sélectionner les objectifs, définir les résultats attendus, choisir les ... [more ▼]

L’adage « reculer pour mieux sauter » s’applique parfaitement à l’étape de définition du projet thérapeutique. Prendre le temps de sélectionner les objectifs, définir les résultats attendus, choisir les techniques d’intervention, identifier la progression à proposer dans les activités et anticiper l’évaluation de l’intervention, constituent des composantes essentielles de l’action thérapeutique. A travers cet article, nous développons quatre dimensions importantes du projet thérapeutique : l’individualisation sur base d’une l’évaluation langagière statique et dynamique, d’une concertation avec le patient et son entourage et de l’identification des facilitants et obstacles à la prise en charge ; la précision des objectifs à court terme pour assurer la cohérence et la continuité des interventions ; la prise de décisions argumentées à propos des objectifs à long terme prioritaires, de la sélection de la cible, de la stratégie d’intervention à privilégier ; et finalement l’évaluation de l’intervention afin d’en vérifier l’efficacité, le transfert et la spécificité. De cette manière, le projet va guider l’action de l’orthophoniste et servir de repère à son intervention. [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 detailLos portafolios : Hacia una evaluacion mas integrada y coherente con el concepto de desempeno complejo
Poumay, Marianne ULg; Maillart, Christelle ULg

in Leclercq, Dieudonné; Cabrera, Alvaro (Eds.) Innovaciones en Dispositivos de Evaluacion de los Aprendizajes en la ensenanza Superior. (2015)

Le présent chapitre prend résolument le parti du témoignage et construit sur l’expérience des auteures. Il choisit quelques référents théoriques, qu’il illustre ensuite par deux expériences ciblées, l’une ... [more ▼]

Le présent chapitre prend résolument le parti du témoignage et construit sur l’expérience des auteures. Il choisit quelques référents théoriques, qu’il illustre ensuite par deux expériences ciblées, l’une chez les étudiants en logopédie/orthophonie et l’autre chez les étudiants en pédagogie de l’enseignement supérieur, deux programmes de l’Université de Liège. Il conclut sur quelques réflexions et perspectives. [less ▲]

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See detailLes difficultés d'apprentissage procédural chez les enfants dysphasiques
Desmottes, Lise ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg

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

Through a review of the literature, this paper shows that linguistic and non-linguistic disorders in children with specific language impairment might be linked to difficulties in procedural learning ... [more ▼]

Through a review of the literature, this paper shows that linguistic and non-linguistic disorders in children with specific language impairment might be linked to difficulties in procedural learning, especially regarding sequential abilities. Indeed, children with specific language impairment encounter difficulties to learn visuo-motor and linguistic sequences. These difficulties are not limited to initial learning but extend to the consolidation stage in long-term memory. Finally, recent studies show that it is possible to improve procedural learning abilities, suggesting new avenues for rehabilitation. [less ▲]

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See detailDe la satisfaction à la performance : Dépasser les indicateurs de satisfaction pour évaluer et réguler efficacement
Jacquet, Maud ULg; Maillart, Christelle ULg; Georges, François ULg et al

in Education & Formation (2014), e-302

Dans le cadre de la formation en logopédie à l'ULg, un examen certificatif de langue française a été mis en place afin de répondre aux exigences de la profession. Pour y préparer les étudiants, l’unité de ... [more ▼]

Dans le cadre de la formation en logopédie à l'ULg, un examen certificatif de langue française a été mis en place afin de répondre aux exigences de la profession. Pour y préparer les étudiants, l’unité de logopédie clinique, l’Institut Supérieur des Langues Vivantes (ISLV) et le Laboratoire de Soutien aux synergies Enseignement-Technologie (LabSET) de l’Université de Liège (ULg) ont conçu un dispositif hybride d’apprentissage et de remédiation en langue française. Depuis 2011, ce dispositif offre aux étudiants un environnement de travail en ligne visant à soutenir leur apprentissage autonome du français. Malgré une importante satisfaction vis-à-vis du dispositif, les performances demeurent insuffisantes. Cependant, un groupe d’étudiants se distinguent. Une analyse qualitative basée sur des interviews met en évidence chez ces étudiants 1) une bonne connaissance des stratégies cognitives efficaces en termes d’apprentissage, 2) une certaine capacité à planifier et ajuster leur travail et 3) des indicateurs d’une motivation autodéterminée et intrinsèque. Soutenus par le dispositif et ses caractéristiques, il est probable que ces facteurs soient à l’origine de leur succès. Pour des étudiants peut-être encore trop scolaires, principalement soucieux de leurs résultats à l'examen et peu enclins à identifier leurs besoins, la liberté offerte par le dispositif fait naitre un sentiment de satisfaction mais ne suffit pas à un apprentissage de qualité. [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 detailIs there a global procedural learning deficit in children with Specific Language Impairment ?
Desmottes, Lise ULg; Maillart, Christelle ULg; Lejoly, Kelly ULg et al

Poster (2014, November 13)

The study of procedural learning abilities in children with Specific Language Impairment (Procedural Deficit Hypothesis, PDH; Ullman & Pierpont, 2005) remains a relatively unexplored field of research ... [more ▼]

The study of procedural learning abilities in children with Specific Language Impairment (Procedural Deficit Hypothesis, PDH; Ullman & Pierpont, 2005) remains a relatively unexplored field of research. Since most evidence comes from studies using tasks which involve learning of sequenced patterns, research using other procedural learning paradigms (like motor adaptation tasks) is needed to further evaluate the PDH in children with Specific Language Impairment (SLI). Therefore, in this study, we examined the ability of children with and without SLI to learn, consolidate and generalize a mirror-tracing task, a paradigm that does not involve sequence learning and had never been used in SLI. Children with SLI and typical developing (TD) matched children participated in the study. Children with SLI were included if they scored below -1.25 SD of the expected normative performance in at least 2 language areas. Both groups had to trace ten 5-pointed stars seen only in mirror-reversed view in two learning sessions separated by a one-week delay. The transfer phase consisted in tracing a new figure. The time required to complete the tracing, and the number of errors committed were recorded. Full results will be presented and discussed during the presentation of the paper. [less ▲]

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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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