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Master Thesis

Intervention orthophonique chez l’enfant autiste : quelle efficacité de l’approche PREL ?

Abstract : Context: As a methodology, PREL (Premiers Raisonnements, Émergence du Langage) is based on the speech therapist’s adjustment to the child’s cognitive, pre-logical and language concerns. It echoes new approaches emerging in autism and, as such, seems to be a relevant intervention.
Objective: Assess the effectiveness of PREL for a 4-year-old non-verbal autistic child, in a speech therapy routine care.
Method: We opted for a SCED with a multiple baseline design across behaviors, using three measures of effectiveness: pre-logical, communication and preverbal behaviors.
Results: A significant effect of the intervention was found on communication behaviors. A positive, but not very robust, effect arises for preverbal behaviors. Finally, no probative effect was identified on preverbal behaviors.
Discussion: Unexpected events impacting the implementation of this first SCED partly explain these results. A detailed clinical analysis, supported by the scientific literature, leads us to put them into perspective. Using and improving our protocol, other studies could get proofs to support the relevance of PREL in early intervention for children with autism.
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https://dumas.ccsd.cnrs.fr/dumas-03342970
Contributor : Nadège Leray Connect in order to contact the contributor
Submitted on : Monday, September 13, 2021 - 4:59:37 PM
Last modification on : Wednesday, September 15, 2021 - 3:31:08 AM

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  • HAL Id : dumas-03342970, version 1
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Marianne Mollo, Laetitia Moulin. Intervention orthophonique chez l’enfant autiste : quelle efficacité de l’approche PREL ?. Sciences cognitives. 2021. ⟨dumas-03342970⟩

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