Publications of Christelle Maillart
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Parisse, Christophe; Maillart, Christelle ULiege

in Damico, Jack; Ball, Martin (Eds.) The SAGE Encyclopedia of Communication Sciences and Disorders (in press)

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Maillart, Christelle ULiege; Parisse, Christophe

in Damico, Jack S.; Ball, Martin J. (Eds.) SAGE Encyclopedia of Communication Sciences and Disorders (in press)

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Maillart, Christelle ULiege; Parisse, Christophe

in Damico, Jack, S.; Ball, Martin, J. (Eds.) The SAGE Encyclopedia of Communication Sciences and Disorders (in press)

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Parisse, Christophe; Maillart, Christelle ULiege

in Damico, Jack; Ball, Martin, S. (Eds.) The SAGE Encyclopedia of Communication Sciences and Disorders (in press)

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Parisse, Christophe; Maillart, Christelle ULiege

in Damico, Jack; Ball, Martin (Eds.) The SAGE Encyclopedia of Communication Sciences and Disorders (in press)

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See detailLa psychologie clinique et l'orthopédagogie clinique. Information et débat
Etienne, Anne-Marie ULiege; Maillart, Christelle ULiege

Scientific conference (2018, June 01)

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See detailSupporting language development in preschools/kindergartens in Lebanon : exploring respective roles of teachers and Speech and Language Therapists.
El Kouba, Edith ULiege; Moitel ép Messarra, Camille ULiege; Martinez Perez, Trecy ULiege et al

Poster (2018, May 12)

Background : It is widely recognized that professionnal’s beliefs about language development can impact practices in the field of preventing language and literacy difficulties (Piasta et al., 2009 ... [more ▼]

Background : It is widely recognized that professionnal’s beliefs about language development can impact practices in the field of preventing language and literacy difficulties (Piasta et al., 2009; Dickinson & Brady, 2006). This study focuses on the context of kindergartens in Lebanon. It aims to explore practices, identify needs, barriers and motivations for the implementation of a language intervention program, led jointly by speech therapists and teachers in the multilingual and multicultural context of lebanon. International recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early language difficulties, given their later impact on social and professional integration (Law et al. 2013). Method: A survey study through questionnaires developed according to Lebanese context specifications will be proposed to: 1) school principals, 2) kindergarten teachers, 3) Speech therapists. Each questionnaire will include items about language support practices, professional roles, and the collaboration between SLTs and teachers in Lebanese Kindergartens. Results:The expected results are intended to describe the realities of kindergartens in Lebanon, to define knowledge in the area of support and prevention for language difficulties in kindergarten. It will help to illustrate representations of the role of SLTs in language support and prevention, as well as opportunities of collaboration with preschool teachers, to adapt and implement a co-intervention program that partners teachers and SLTs. We predict an influence of different factors such as training, cultural differences, different conceptualizations of the role of language in learning. This study is a part of a wider project on prevention practices in Lebanon. Results will be analyzed along with the study targeting nurseries/daycares in the same context. [less ▲]

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See detailSupporting communication and language development in nurseries/daycares in Lebanon: realities and representations of SLTs and educators
Moitel ép Messarra, Camille ULiege; El Kouba, Edith ULiege; Martinez Perez, Trecy ULiege et al

Poster (2018, May 12)

Background : It is widely recognized that professional’s representations and beliefs about language development can impact practices in the field of preventing language and literacy difficulties ((Piasta ... [more ▼]

Background : It is widely recognized that professional’s representations and beliefs about language development can impact practices in the field of preventing language and literacy difficulties ((Piasta et al., 2009; Dickinson & Brady, 2006). This study focuses on the context of daycares in Lebanon. It aims to explore practices, identify needs, barriers and motivations for the implementation of a language intervention program, led jointly by speech therapists and caregivers in the multilingual and multicultural Lebanese context. International recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early language difficulties, given their later impact on social and professional integration (Law 2013). Method: a survey study through questionnaires developed according to Lebanese context specifications of will be proposed to different publics: 1) nurseries/daycares directors, 2) educators/caregivers, 3) Speech therapists. Each questionnaire will include items about language support practices, professional roles and the collaboration between SLTs and caregivers in Lebanese nurseries. Results: Findings will be discussed in the context of the realities of nurseries in Lebanon by defining the beliefs and practices in the area of prevention as well as the opportunities of collaboration between caregivers and SLT’s in prevention program models. Cultural differences and backgrounds of various stakeholders would influence findings. This study is a part of a wider project on prevention practices in Lebanon. Results will be analyzed along with the study targeting kindergartens in the same context. [less ▲]

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See detailSOLEM (Soutenir et Observer le Langage et la communication des Enfants en classe Maternelle) : un outil d’observation et de soutien du langage pour les enseignants
Desmottes, Lise ULiege; Leroy, Sandrine ULiege; Bergeron-Morin, Lisandre ULiege et al

Conference (2018, May)

Objectifs. L’école maternelle constitue un contexte privilégié pour soutenir le développement langagier et communicationnel des enfants. En effet, les enfants ont l’occasion d’y expérimenter de façon ... [more ▼]

Objectifs. L’école maternelle constitue un contexte privilégié pour soutenir le développement langagier et communicationnel des enfants. En effet, les enfants ont l’occasion d’y expérimenter de façon quotidienne des interactions riches et diversifiées avec les enseignants, susceptibles d’étayer leur développement langagier (Pence et al., 2008). En Belgique francophone, les enseignants de maternelle font état d’un manque d’outils pour observer et soutenir le développement langagier des enfants. L’outil SOLEM a été développé pour répondre à ce besoin et pour faciliter la concertation entre les enseignants et les agents psycho-médico-sociaux. Méthode. Quatre groupes nominaux ont été réalisés auprès de 39 enseignants, agents psycho-médico-sociaux et directions d’écoles afin d’identifier leurs besoins. L’outil a ensuite été élaboré par une équipe de logopèdes et mis à l’essai dans 22 classes pilotes, afin d’en valider la forme et le contenu. 219 enfants de ces classes ont été évalués de façon parallèle avec l’Evaluation du Langage Oral (ELO ; Khomsi, 2001), afin de déterminer la sensibilité et la spécificité de l’outil. Résultats. Lors des groupes nominaux, plusieurs besoins ont été identifiés: accorder de l’importance aux aspects moins formels du langage, avoir une démarche en arborescence adaptée à chaque enfant, qui mène à des pistes d’actions concrètes. Le processus de validation montre que l’outil SOLEM dispose d’une sensibilité – détecter la nécessité d’un soutien langagier chez les enfants qui en ont besoin – de 0.79 et d’une spécificité – objectiver la non-nécessité d’un soutien langagier chez les enfants sans difficulté – de 0.93, ce qui correspond à une sensibilité acceptable et une spécificité de bon niveau (Plante & Vance, 1994). Conclusions. L’outil SOLEM permet aux enseignants d’identifier les enfants vulnérables sur le plan du langage et de la communication, et les guide dans le choix et l’utilisation de stratégies de soutien langagier qui peuvent être utilisées durant leur routine et leurs activités existantes. [less ▲]

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See detailControlled before-after study to evaluate change in evidence-based practice of speech and language therapy students
Durieux, Nancy ULiege; Maillart, Christelle ULiege; Donneau, Anne-Françoise ULiege et al

in Health Information and Libraries Journal (2018)

Background: The integration of evidence-based practice (EBP) into speech and language therapy (SLT) curricula has been increasingly encouraged in recent years. Objectives: The study aimed to evaluate ... [more ▼]

Background: The integration of evidence-based practice (EBP) into speech and language therapy (SLT) curricula has been increasingly encouraged in recent years. Objectives: The study aimed to evaluate whether an educational module on EBP for undergraduate SLT students can improve their EBP competencies. Methods: The EBP module, taught by a SLT faculty member and a librarian, was delivered over 2 months. All fourth year SLT students (trained group) and all fourth year psychology students (control group) of the University of Liège (Belgium) were asked to participate in the study. Their performance on an adapted Fresno test was measured before and after the module. In addition, the SLT students took a computer-based searching task. They were also asked to share their perceptions towards the module. Results: All the 47 SLT students and 57/108 psychology students took the pre- and post-tests. Although both groups performed similarly at the baseline, only the trained students gained new skills and knowledge. Furthermore, 36 SLT students shared their perceptions on the module and offered suggestions on ways to improve it. Discussion-Conclusion: Trained students improved their EBP competencies. Nevertheless, the module could be strengthened along with better integration of EBP into clinical modules and across the curriculum. [less ▲]

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See detailComment peut-on mesurer l’efficacité d’une rééducation de manière écologique? Etudes de cas multiples chez des enfants présentant un trouble du spectre autistique (TSA)
Maillart, Christelle ULiege; Fage, Charles ULiege; Heck, Tamyline et al

in Gatignol, Peggy; Rousseau, Thierry (Eds.) Efficacité des thérapies (2017, December 07)

Introduction Establishing the effectivenss of speech-therapy interventions is a critical issue. Methodological approaches fitted for single-case studies, such as observation baselines, have been used for ... [more ▼]

Introduction Establishing the effectivenss of speech-therapy interventions is a critical issue. Methodological approaches fitted for single-case studies, such as observation baselines, have been used for a long time in interventions addressing oral language or learning impairments. However, when targeting disabled populations, measuring the intervention efficacy is much harder, especially due to their ecological and functional aspects. Objective This work illustrates the efficacy assessment of an intervention based on a technological tool of Alternative and Augmentative Communication (AAC) – named Tiwouh – among children with autism spectrum disorder (ASD). Method Four young participants with ASD have been trained on the Tiwouh AAC plate-form. Their communication behaviors have been evaluated during the activity of reading book with their parents, comparing trained and non-trained books, with or without the support of the AAC tool. Results Thanks to the different experimental conditions of the same task (reading book) implemented as baselines, specific intervention effects have been highlighted. Moreover, some participants actually generalized these benefits to untrained books. Such data will help identifying participants’ profile that can benefit the most from these interventions. Conclusion The present work suggests measuring the effectiveness of an intervention can be achieved regardless of the therapeutic objective, in various situations and with patients exhibiting heterogeneous language profile, by using functional and ecological measures close to the population needs. [less ▲]

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See detailTroubles phonologiques chez des enfants présentant des troubles développementaux du langage
Maillart, Christelle ULiege

Scientific conference (2017, November 23)

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See detailImplementation of "Parler-Bambin" preventive program in the multilingual and multicultural context of nurseries/daycares in Lebanon
Moitel ép Messarra, Camille ULiege; Maillart, Christelle ULiege

Poster (2017, November 10)

This project is targeting prevention programs for language and communication difficulties in nurseries in Lebanon. More specifically, it will explore the implementation of a preventive program to enhance ... [more ▼]

This project is targeting prevention programs for language and communication difficulties in nurseries in Lebanon. More specifically, it will explore the implementation of a preventive program to enhance language skills in early childhood, and to specify the role of the Speech and Language Therapist (SLT) in this implementation. There is a growing consensus among researchers and clinicians that abilities acquired at an early age, especially in oral language, are predictive of children's academic performance and future social integration (Zorman, 2011). Preventive actions are increasingly recognized as a priority to improve public health worldwide (Law et al., 2013). In Lebanon, an ongoing national program (MHPSS 2015-2021 - MHPSS, Preventive and Curative, Ministry of Public Health, 2015) is taking part of this kind of healthcare development. Aims: Thus, taking into account some variables that affect the implementation process (environment communities, providers, prevention delivery system and the prevention support system), the aims of this project are 1) to study the feasibility of a preventive program model, that partners Speech and Language Therapist and educators or caregivers in daycare and nurseries, to facilitate language and communication in Lebanese toddlers (under 3 years old), 2) determine the success factors of the implementation. It will be based on a French program “Parler Bambin”, which is currently widely developed in France. Method: The first study will focus on the factors of engagement of different stakeholders in a prevention program: firstly, by identifying the professionals involved in nurseries in Lebanon and then identifying the characteristics of these stakeholders in diverse childcares. Data will be gathered through a questionnaire constructed or adapted from existing questionnaires for this purpose (eg, Preschool Teacher Literacy Beliefs Questionnaire [TBQ], Hindman and Wasik, 2008). Similarly, the questionnaires will address SLT’s representations about their role in supporting language in nurseries. Nominal groups or focus groups (Baribeau and Germain, 2010) and questionnaires will be also carried out to identify the facilitators of this kind of preventive actions and the specific needs of SLTs in preventive settings. A second phase will target the implementation process itself: adapting and implementing a preventive intervention, while taking into consideration implementation aspects. We will find out major variables that are worthy for the program’s implementation, by measuring its fidelity (dosage, quantity, intervention strength, quality, participant responsiveness, program differentiation, etc.), also using videos and direct coaching sessions. Pre and posttest measures will be applied on children (MCDI -The MacArthur communicative development inventories, Fenson et al., 1996; Questionnaire for parents of bilingual children LITMUS-PABIQ, COST IS0804, validation in Lebanon, Tuller 2015). Finally, following the pilot study, the implementation of the adapted program will be proposed according to different execution modalities to support its implementation: with a direct or indirect involvement of an SLT. It will be tested more widely, with particular focus on the role of the speech therapist. Evaluation measures similar to those presented in Phase 2 will be carried out. Expected results: This project will highlight the added value of speech therapy in setting up a prevention program. It also participates in the elaboration of a national strategic framework for the Speech and Language Therapy [less ▲]

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See detailTeacher-SLT co-intervention program to support language in kindergartens in Lebanon: methodology, procedures and measures
El Kouba, Edith ULiege; Maillart, Christelle ULiege

Poster (2017, November 10)

Background: The aim of this project is to develop a co-intervention program, lead by a teacher and an SLT, to support oral language in preschoolers in the Lebanese context (multicultural, multilingual ... [more ▼]

Background: The aim of this project is to develop a co-intervention program, lead by a teacher and an SLT, to support oral language in preschoolers in the Lebanese context (multicultural, multilingual). Actually, there is a growing consensus, that efforts to enhance children’s early language skills, can improve their reading skills and long-term academic achievement. However, some children are at risk of delays due to diverse environments (e.g. low socioeconomic status), and impoverished language and literacy experiences. Thus, international recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early communication and language difficulties, given their later impact on social and professional integration (Law 2013). Aims: In line with the recommendations of the Ministry of Public Health in Lebanon (Mental Health program services MHPSS, preventive and curative, Ministry of Public Health, 2015), the purpose of the project is to support language skills in preschoolers by adapting, implementing and analyzing co-intervention program that partners early childhood educators along with SLTs. Methods: First, we will identify the beliefs, representations and expectations of the different stakeholders (teachers, speech-language pathologists, school principals) through questionnaires and interviews among the diverse Lebanese school contexts in order to 1) identify the knowledge and 2) gather their expectations in the area of support and prevention for language difficulties in kindergarten. Second, the project aims to identify the quality of teacher-child interaction, considered as one of the primary mechanism that foster the development of child’s language competences. It is commonly assessed by using the Classroom Assessment Scoring System (CLASS-K; Pianta, La Paro, & Hamre, 2008). Ten dimensions will be considered: climate (positive or negative), teacher sensitivity, children's perspectives, behavior management, productivity, teaching practices and learning formats, concept Development, quality of feedback provided to the child, and linguistic modeling. Finally, we will design a co-intervention program that is the most consistent with the contextual, cultural and linguistic diversity in Lebanon. Two intervention settings will be addressed and compared: 1) a co-intervention with an SLT including direct coaching, and video-retroactions and 2) an implementation of the program led by the teacher after a training provided by an SLT. We will collect information about children’s bilingual environment through the Parental Bilingual Questionnaire (PABIQ-LITMUS, COST Action IS804), and we will evaluate interactions through CLASS-K (Pianta, La Paro, & Hamre, 2008), pre and post evaluation. Children's language skills will be measured through: ELO-L (Zebib, Khomsi, Henry, Messarra, & Kouba Hreich, Lebanon Tests Editions, 2017). Moreover, measurements of the fidelity of program’s implementation (dosage, adhesion, quality of the interactions, responsiveness) will also be carried out. Results: The expected results are intended to demonstrate to which extent an intervention program, to enhance communication and language skills, carried out jointly by teachers and speech therapists, would be more effective than a program delivered without the intervention of SLTs. The intervention of speech-language pathologists would thus have a more effective impact on the teachers' practices and the language skills of the children. This would justify the primary role of SLTs in indirect interventions in preschools in Lebanon. [less ▲]

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See detailUne pratique orthophonique basée sur les faits scientifiques : mode d'emploi
Maillart, Christelle ULiege; Martinez Perez, Trecy ULiege

Scientific conference (2017, October 26)

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See detailVers une masterisation de la logopédie ! Partie 1- Situation internationale
Maillart, Christelle ULiege

Article for general public (2017)

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See detailLes interactions enseignant/enfants comme soutien au développement langagier des enfants en classe maternelle
Leroy, Sandrine ULiege; Bergeron-Morin, Lisandre ULiege; Desmottes, Lise ULiege et al

in Les entretiens de Bichat : les entretiens d'orthophonie 2017 : Les pathologies du langage chez l'enfant de moins de 6 ans: facteurs de risque (FR), facteurs de protection (FP) (2017, September 22)

L'école maternelle constitue un contexte privilégié pour soutenir le développement du langage et de la communication des enfants. La qualité des interactions entre l’enseignant et les enfants de sa classe ... [more ▼]

L'école maternelle constitue un contexte privilégié pour soutenir le développement du langage et de la communication des enfants. La qualité des interactions entre l’enseignant et les enfants de sa classe est reconnue comme étant l’aspect le plus déterminant de la qualité éducative, notamment en ce qui concerne le développement langagier. Cet article a pour objectif de faire un survol de la littérature sur le développement du langage des enfants en contexte préscolaire, sur le rôle que peut y jouer l’enseignant, ce qui ouvre des perspectives quant aux modalités de développement professionnel des enseignants en maternelle. [less ▲]

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