Médiation canine : description des compétences langagières d’enfants préscolaires avec retard de langage en situations dirigées

Abstract : A developmental language disorder is an impairment in expression and understanding affecting young children that results from a global communication disorder (Thibault et Pitrou, 2018). To help the patient reduce his language difficulties, this impairment requires therapy carried out by a Speech-language pathologist. Some of them propose to include animal-assisted therapy (AAT) with the treatment. Most authors agree that AAT is beneficial (Nimer et Lundahl, 2007 ; Muñoz Lasa et al., 2015 ; Maujean, Pepping, et Kendall, 2015), however they regret a lack of scientific evidence based on the Evidence-Based Practice principle. In our study, we aim to observe if a canine mediator presence does improve or not the language and pragmatic-discursive abilities in guided situation, with twelve children between the ages of 55 to 75 months. Their abilities have been observed with subtests from reference tests (Exalang 3-6, Evalo 2-6, N-EEL). The children were divided in three different settings referring to an evaluation: a child-adult duo, with an adult introducing a stuffed dog, or in interaction with an adult and a dog driven by a AAT professional. Then we conducted an analysis of the results, focused on attention, linguistic and discursive aspects. No significant difference has been observed for AAT over the two other conditions. One reason could be that the evaluation setting is by essence standardized, while AAT implies room for improvisation and creativity, such as a time to create a bond between the dog and the children.
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Déborah Engel. Médiation canine : description des compétences langagières d’enfants préscolaires avec retard de langage en situations dirigées. Sciences cognitives. 2019. ⟨dumas-02168403⟩

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