Des images aux mots : une approche des troubles spécifiques du langage à partir d'un partenariat orthophoniste/psychologue du développement (notice n° 128874)
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| fixed length control field | 04217cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112015753.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Witko, Agnès |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Des images aux mots : une approche des troubles spécifiques du langage à partir d'un partenariat orthophoniste/psychologue du développement |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2009.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 10 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméDans le cadre des prises en charge diversifiées conçues par une équipe soignante pluridisciplinaire intervenant en Institut Thérapeutique Educatif et Pédagogique, une collaboration orthophoniste/psychologue du développement a engendré une expérience de groupe avec quatre adolescents présentant un diagnostic de troubles spécifiques du langage. Les données anamnestiques les concernant renvoient au terme de « dysphasie » et rendent compte de troubles phonologiques, point commun aux quatre tableaux langagiers.En convoquant des champs aussi divers que la psycholinguistique, les neurosciences et la neuropsychologie, la stratégie orthophonique mettra l’accent sur le contournement de l’analyse segmentale pour créer des liens entre différents formats de représentations : verbales, visuelles et conceptuelles. En complémentarité, et afin d’explorer l’intrication entre développement cognitif et langagier, la méthode clinique de remédiation cognitive prendra appui sur des schèmes logiques essentiels à l’acquisition du langage écrit tels que la composition additive, l’ordination, et la classification. Ces deux démarches coordonnées favorisent l’expression de soi et la réussite grâce à des cycles communicationnels positifs. En effet, l’utilisation de rébus et charades a permis de créer un support unificateur et ludique, ainsi qu’une entrée par l’image, vers la langue orale et écrite.Sans toutefois parvenir à caractériser précisément les stratégies compensatoires mises en œuvre par les patients, ce partenariat clinique se révèle néanmoins en faveur d’apprentissages tardifs. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The clinical experience related took place in a therapeutic boarding school for teenagers who show behavior troubles and learning disabilities. In constant research of innovative and specific programs to develop, two therapists, a speech-language pathologist and a developmental psychologist, from a multidisciplinary health-care providers team, decided to work together with a group of four teenagers, diagnosed with Specific Language Impairment. According to the patients’ medical data, the diagnosis referred to “dysphasia” and revealed developmental phonological disorders.Speech therapy tends to be combined here with psycholinguistics, neuroscience and neuropsychology models, in order to by-pass segmental analysis by creating links between different representation formats : verbal, visual and conceptual. Besides, the clinical method of cognitive remediation tries to draw the parallel between cognitive and language development, by focusing on the essential logical schemes needed for the acquisition of written language skills as additive composition, ordination and classification. Both complementary approaches insist on self expression and successful communication. Furthermore, by the playful and unifying use of rebus and riddles, patients can indeed experiment oral and written speech from pictures to words.Although the compensatory strategies used by the four teenagers remain quite difficult to estimate, we can say that such a clinical partnership appears as an interesting option in the treatment of late learners. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | strategies compensatoires |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schemes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | partenariat |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | troubles spécifiques du langage (TSL) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | adolescents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | specific Language Impairment (SLI) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | compensatory strategies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schemes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teenagers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | partnership |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mollat, Aline |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Développements | 2 | 2 | 2009-09-01 | p. 35-47 | 2103-2874 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-developpements-2009-2-page-35?lang=fr">https://shs.cairn.info/revue-developpements-2009-2-page-35?lang=fr</a> |
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