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Détail de l'auteur
Auteur Marie-Anne BARTHEZ |
Documents disponibles écrits par cet auteur (3)
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Comparaison entre évaluation standardisée et évaluation fonctionnelle du langage de 12 sujets dysphasiques de 16 à 20 ans / A.G. PILLER in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 98 (Juin 2008)
[article]
Titre : Comparaison entre évaluation standardisée et évaluation fonctionnelle du langage de 12 sujets dysphasiques de 16 à 20 ans Type de document : Texte imprimé et/ou numérique Auteurs : A.G. PILLER, Auteur ; E. CARMES, Auteur ; E. SIZARET, Auteur ; A. GALLOUX, Auteur ; Laurie TULLER, Auteur ; Marie-Anne BARTHEZ, Auteur Année de publication : 2008 Article en page(s) : p.164-168 Langues : Français (fre) Mots-clés : Dysphasique Adolescent Test standardisé Evaluation-fonctionnelle Vie-quotidienne Index. décimale : PER Périodiques Résumé : Nous rapportons ici l'étude menée en 2005 auprès de 12 adolescents de 16 à 20 ans présentant une dysphasie phonologique syntaxique, soumis à des tests standardisés du langage (BILO3C) et à des situations de langage de la vie quotidienne. La comparaison des deux type de tâche met en évidence le faible lien qui existe entre les compétences langagières et les capacités d'adaptation à des situations fonctionnelles de langage. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=691
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 98 (Juin 2008) . - p.164-168[article] Comparaison entre évaluation standardisée et évaluation fonctionnelle du langage de 12 sujets dysphasiques de 16 à 20 ans [Texte imprimé et/ou numérique] / A.G. PILLER, Auteur ; E. CARMES, Auteur ; E. SIZARET, Auteur ; A. GALLOUX, Auteur ; Laurie TULLER, Auteur ; Marie-Anne BARTHEZ, Auteur . - 2008 . - p.164-168.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 98 (Juin 2008) . - p.164-168
Mots-clés : Dysphasique Adolescent Test standardisé Evaluation-fonctionnelle Vie-quotidienne Index. décimale : PER Périodiques Résumé : Nous rapportons ici l'étude menée en 2005 auprès de 12 adolescents de 16 à 20 ans présentant une dysphasie phonologique syntaxique, soumis à des tests standardisés du langage (BILO3C) et à des situations de langage de la vie quotidienne. La comparaison des deux type de tâche met en évidence le faible lien qui existe entre les compétences langagières et les capacités d'adaptation à des situations fonctionnelles de langage. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=691 Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder / Philippe PREVOST in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Philippe PREVOST, Auteur ; Laurice TULLER, Auteur ; Racha ZEBIB, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsImpaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one?s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder.MethodsWe elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6?12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit).ResultsSimilar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group.ConclusionsThe elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children?s difficulties with third-person accusative clitics to emerge unambiguously.ImplicationsAssessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention. En ligne : https://doi.org/10.1177/2396941518799643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder [Texte imprimé et/ou numérique] / Philippe PREVOST, Auteur ; Laurice TULLER, Auteur ; Racha ZEBIB, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimsImpaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one?s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder.MethodsWe elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6?12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit).ResultsSimilar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group.ConclusionsThe elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children?s difficulties with third-person accusative clitics to emerge unambiguously.ImplicationsAssessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention. En ligne : https://doi.org/10.1177/2396941518799643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 The Effect of Computational Complexity on the Acquisition of French by Children With ASD / Laurice TULLER
Titre : The Effect of Computational Complexity on the Acquisition of French by Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Laurice TULLER, Auteur ; Sandrine FERRE, Auteur ; Philippe PREVOST, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur Année de publication : 2016 Importance : p.115-140 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie En ligne : http://dx.doi.org/10.1515/9783110409871-007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 The Effect of Computational Complexity on the Acquisition of French by Children With ASD [Texte imprimé et/ou numérique] / Laurice TULLER, Auteur ; Sandrine FERRE, Auteur ; Philippe PREVOST, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur . - 2016 . - p.115-140.
Langues : Anglais (eng)
Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie En ligne : http://dx.doi.org/10.1515/9783110409871-007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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