{"id":71024,"date":"2020-08-10T06:16:35","date_gmt":"2020-08-10T05:16:35","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/intervencion-pragmatica-sindrome-down"},"modified":"2023-02-09T11:19:18","modified_gmt":"2023-02-09T10:19:18","slug":"intervention-pragmatique-syndrome-down","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/fr\/intervention-pragmatique-syndrome-down","title":{"rendered":"2018 &#8211; Etude pr\u00e9liminaire sur \u00abL\u2019intervention pragmatique chez les enfants et les adolescents atteints du syndrome de Down: le r\u00f4le des supports dans la construction des scripts\u00bb"},"content":{"rendered":"<div id='av-layout-grid-1'  class='av-layout-grid-container av-3dy6c1-89493982ef21cb7a44d62f4f3a00a190 entry-content-wrapper main_color av-flex-cells  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first   container_wrap fullsize'  >\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" 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'   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/fr\/la-recherche-scientifique-effectuee-sur-les-symboles-pictographiques-d-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-30088 avia-img-lazy-loading-not-30088 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png\" alt='' title='investigaciones_arasaac_blanco'  height=\"180\" width=\"180\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-768x768.png 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-705x705.png 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco.png 1030w\" sizes=\"(max-width: 180px) 100vw, 180px\" \/><\/a><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7\">\n.flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7 av-gridrow-cell av_one_half no_margin  avia-builder-el-3  el_after_av_cell_one_fourth  el_before_av_cell_one_fourth ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-5292b6e4e481cce9bf75f1366522135d\">\n#top .av-special-heading.av-av_heading-5292b6e4e481cce9bf75f1366522135d{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-av_heading-5292b6e4e481cce9bf75f1366522135d .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-av_heading-5292b6e4e481cce9bf75f1366522135d .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-av_heading-5292b6e4e481cce9bf75f1366522135d .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-5292b6e4e481cce9bf75f1366522135d av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2018 &#8211; Etude pr\u00e9liminaire sur \u00abL\u2019intervention pragmatique chez les enfants et les adolescents atteints du syndrome de Down: le r\u00f4le des supports dans la construction des scripts\u00bb<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-q3reld-37da44d2d4c139914e9ba49da1ec9aed\">\n.flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-q3reld-37da44d2d4c139914e9ba49da1ec9aed av-gridrow-cell av_one_fourth no_margin  avia-builder-el-5  el_after_av_cell_one_half  avia-builder-el-last ' ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1\">\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 av-styling- avia-align-center  avia-builder-el-6  el_before_av_textblock  avia-builder-el-first '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" class='avia_image' target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-24692 avia-img-lazy-loading-not-24692 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png\" alt='' title='pdf_download'  height=\"128\" width=\"128\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png 128w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-120x120.png 120w\" sizes=\"(max-width: 128px) 100vw, 128px\" \/><\/a><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-mdusxd-eb83356455e55d34aa931343fbbf8656'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>T\u00c9L\u00c9CHARGER L\u2019AFFICHE<\/strong><\/a><\/p>\n<\/div><\/section><\/p>\n<\/div><\/div><\/div><div id='after_grid_row_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-71024'><div class='entry-content-wrapper clearfix'><section  class='av_textblock_section av-l0yh0h-ea048aa6d21a96326c2b3a328d083b32'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3 style=\"text-align: right;\"><strong>Auteurs<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez <\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Eliseo Diez-Itza<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Universit\u00e9 d&rsquo;Oviedo<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Raquel Rodr\u00edguez<\/strong><\/h3>\n<\/div><\/section><\/p>\n<div class='flex_column av-ipp7s1-3d4a81d60b38240a59cad99d0ade8b6a av_one_full  avia-builder-el-9  el_after_av_textblock  el_before_av_layout_row  avia-builder-el-last  first flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9\">\n#top .av_textblock_section.av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h5 style=\"text-align: right;\"><b>Affiche pr\u00e9sent\u00e9e au Congr\u00e8s mondial du syndrome de Down,  <\/b><\/h5>\n<h5 style=\"text-align: right;\"><b>WDSC 2018 Glasgow, Royaume-Uni, 25-27 juillet 2018.<\/b><\/h5>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-kdo2lcru-ac616db72aa8eb501550746f89674973'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><span style=\"color: #ffffff;\">___________________________________________________________________<\/span><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-g2556p-125a6cff07d390c276123d70676b57e1\">\n#top .av_textblock_section.av-g2556p-125a6cff07d390c276123d70676b57e1 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-g2556p-125a6cff07d390c276123d70676b57e1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3><b>R\u00e9sum\u00e9 \u00abIntervention pragmatique chez les enfants et les adolescents atteints du syndrome de Down: le r\u00f4le des supports dans la construction des scripts\u00bb<\/b><\/h3>\n<p>Les personnes atteintes du syndrome de Down (DS) montrent une force relative dans la cognition non verbale, les comp\u00e9tences sociales et la compr\u00e9hension du langage, ce qui leur permet de bien performer dans les t\u00e2ches narratives. L\u2019intervention pragmatique bas\u00e9e sur des r\u00e9cits structur\u00e9s permet au sujet de communiquer ses exp\u00e9riences de mani\u00e8re coh\u00e9rente et est tr\u00e8s efficace lors de l\u2019utilisation de supports visuels.<\/p>\n<p>L\u2019objectif est double : d\u00e9terminer si les sujets atteints de DS racontent des histoires de mani\u00e8re coh\u00e9rente et utilisent des marqueurs pragmatiques adapt\u00e9s aux exigences du discours et du contexte communicatif ; et am\u00e9liorer les comp\u00e9tences narratives lorsque l\u2019intervention est soutenue par une pr\u00e9sentation Prezi avec pictogrammes et soutien verbal.<\/p>\n<p>La conception est quasi-exp\u00e9rimentale pr\u00e9test postest. L\u2019\u00e9chantillon se compose de 10 sujets atteints de DS entre 9 et 17 ans appartenant \u00e0 l\u2019Association du syndrome de Down du nord de l\u2019Espagne.<\/p>\n<p>Dans le pr\u00e9test et le post-test, chaque sujet avait deux scripts de difficult\u00e9 diff\u00e9rente, uniquement avec un soutien conversationnel. Une s\u00e9ance d\u2019intervention hebdomadaire a eu lieu pendant quatre semaines au cours de laquelle ils ont \u00e9t\u00e9 form\u00e9s \u00e0 utiliser, par imitation verbale, les \u00e9l\u00e9ments lexicaux et discursifs de base pour raconter l\u2019histoire, en utilisant les pictogrammes ARASAAC pr\u00e9sent\u00e9s dans le soutien de Prezi et avec les soutiens conversationnels, historiques et psychologiques du chercheur. Les r\u00e9cits pr\u00e9test et post-test ont \u00e9t\u00e9 enregistr\u00e9s et transcrits \u00e0 l\u2019aide du projet CHILDES (MacWhinney, 2000). La structure narrative en termes d\u2019\u00e9v\u00e9nements et d\u2019\u00e9pisodes, et la fr\u00e9quence des marqueurs discursifs ont \u00e9t\u00e9 codifi\u00e9es et analys\u00e9es.<\/p>\n<p>Les r\u00e9sultats montrent une am\u00e9lioration de la coh\u00e9rence, du rappel de l\u2019historique et des marqueurs apr\u00e8s l\u2019intervention. Il est conclu que ce type d\u2019intervention refl\u00e8te l\u2019importance du soutien visuel, de l\u2019imitation verbale et des soutiens interlocuteurs dans le d\u00e9veloppement linguistique au niveau pragmatique, lexical et grammatical en DS.<\/p>\n<h3><b>R\u00e9sum\u00e9 \u00bb<\/b> Intervention pragmatique chez les enfants et les adolescents atteints du syndrome de Down : le r\u00f4le du soutien dans la construction du sc\u00e9nario \u00bb<\/h3>\n<p>Les personnes atteintes du syndrome de Down (DS) montrent une force relative dans la cognition non verbale, les capacit\u00e9s sociales et la compr\u00e9hension du langage, ce qui leur permet une bonne performance dans les t\u00e2ches narratives. Une intervention pragmatique bas\u00e9e sur des r\u00e9cits structur\u00e9s permet au sujet de communiquer ses exp\u00e9riences de mani\u00e8re coh\u00e9rente et elle est tr\u00e8s efficace lorsqu\u2019un support visuel est utilis\u00e9. L\u2019objectif est double : d\u00e9terminer si les sujets DS racontent des histoires de mani\u00e8re coh\u00e9rente et utilisent des marqueurs pragmatiques adapt\u00e9s au discours et au contexte communicatif ; et am\u00e9liorer les capacit\u00e9s narratives lorsque l\u2019intervention est soutenue par une pr\u00e9sentation Prezi avec pictogrammes et soutien verbal. Conception : Il s\u2019agit d\u2019une conception exp\u00e9rimentale pr\u00e9-test post-test avec groupe t\u00e9moin. M\u00e9thodes: L\u2019\u00e9chantillon est de 20 sujets, dont dix avec DS \u00e2g\u00e9s de 6 \u00e0 16 ans, appartenant \u00e0 l\u2019Association du syndrome de Down du nord de l\u2019Espagne, appari\u00e9s \u00e0 dix sujets de d\u00e9veloppement typiques de 5 ans en longueur moyenne (MLU). En pr\u00e9-test et post-test, chaque sujet a racont\u00e9 deux scripts de difficult\u00e9 diff\u00e9rente, uniquement avec un soutien conversationnel. Une session hebdomadaire a eu lieu pendant quatre semaines, o\u00f9 les sujets ont \u00e9t\u00e9 form\u00e9s par imitation verbale \u00e0 utiliser des \u00e9l\u00e9ments lexicaux et discursifs de base pour raconter l\u2019histoire, en utilisant des pictogrammes ARASAAC dans la pr\u00e9sentation prezi et avec le soutien conversationnel, historique et psychologique du chercheur. Les narrations pr\u00e9-test et post-test ont \u00e9t\u00e9 enregistr\u00e9es et transcrites \u00e0 l\u2019aide du projet CHILDES (MacWhinney, 2000). La structure narrative a \u00e9t\u00e9 cod\u00e9e et analys\u00e9e en termes d\u2019\u00e9v\u00e9nements et d\u2019\u00e9pisodes. La fr\u00e9quence des marqueurs de discours a \u00e9galement \u00e9t\u00e9 cod\u00e9e et analys\u00e9e. Les donn\u00e9es ont \u00e9t\u00e9 analys\u00e9es \u00e0 l\u2019avec le programme statistique SPSS. R\u00e9sultats: Les sujets montrent une am\u00e9lioration de la coh\u00e9rence, du rappel de l\u2019histoire, des marqueurs, des MLU, des types et des jetons. Implications: Ce type d\u2019intervention montre l\u2019importance de l\u2019imitation et du soutien visuel dans le d\u00e9veloppement linguistique \u00e0 un niveau pragmatique, lexical et grammatical en DS.<\/p>\n<h3 style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>T\u00e9l\u00e9charger l\u2019affiche en pdf<\/strong><\/a><\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-20360 size-full aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.jpg\" alt=\"\" width=\"539\" height=\"766\"><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f\">\n#top 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