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Purpose: This study aimed to: 1- provide speech-language pathologists and researchers with a play-based procedure to measure the expression of communicative intents by children aged 3 to 4.5 years, and 2- present indicators of these children’s capacity to produce these intents in this context. Method: A TRIAGE-inspired method allowed an advisory group of 16 speech-language pathologists to select and agree on definitions of intents to include in this procedure, among a set of 13 pre-selected intents based on the scientific literature. A longitudinal design including four measuring times was used to verify the production of these intents by 99 French speaking children (46 boys; Mage = 36;09 months) at 36, 42, 48, and 54 months using the Neighbourhood Game, a previously developed elicitation procedure of communicative intents conducted within the context of symbolic play. For each measurement time, the average percentage of children who had produced each intent at least three times was calculated with a 95% confidence interval. Non-parametric ANOVA for longitudinal data were carried out to verify progression with age. Results: A finalised list of eight communicative intents was selected along with their definition and a standardized script to elicit them during symbolic play. The production frequency of most intents showed significant progression between the first and the fourth measurement time. Arguing is the only intent which is still not produced by more than 90% of children at the age of 54 months. Conclusions: This study led to the development of an assessment procedure which presents ecological validity and elicits the expression of eight communicative intents among 3- to 4.5-year-olds. This procedure can support the work of speech-language pathologists and researchers.

Cet article vise à présenter des indicateurs normatifs du développement du vocabulaire réceptif et expressif, de la phonologie et de la morphosyntaxe expressives chez des enfants québécois unilingues francophones âgés de 54, 60 et 66 mois. Ces indicateurs sont basés sur les résultats obtenus par 99 enfants recrutés à l’âge de 36 mois (± 1 semaine; M = 36,1 mois; É-T = 0,2) et suivis jusqu’à l’âge de 66 mois. Les données ont été recueillies lors de trois visites à domicile réalisées à six mois d’intervalle, à l’aide d’outils fréquemment utilisés par les orthophonistes dans leur pratique clinique et valides sur le plan psychométrique. Une technique statistique de rééchantillonnage utilisant l’intervalle de confiance à 95 % du 10e rang centile a permis de déterminer les scores reflétant la présence de difficultés pour chaque mesure de langage chez les enfants et de former trois regroupements de scores pour identifier les enfants en difficulté, ceux se situant dans une zone d’incertitude et ceux ayant un développement typique. Les résultats confirment une progression significative des habiletés langagières mesurées entre l’âge de 54 et 66 mois. Ils suggèrent également que les mesures utilisées sont suffisamment sensibles pour détecter cette évolution chez les enfants, justifiant ainsi leur pertinence clinique. L’interprétation des normes issues des outils originaux est discutée à la lumière des résultats obtenus. Les données de la présente étude contribuent à l’accroissement du corpus de connaissances sur les indicateurs normatifs du développement du langage en français québécois et, en ce sens, constituent des points de repère indispensables pour le travail clinique en orthophonie et la recherche., The objective of this study is to present normative indicators of the development of receptive and expressive vocabulary as well as phonological and morphosyntactic components of expressive language among unilingual francophone Québec children aged 3 to 4 years. These indicators are based on the results obtained by 99 children recruited at precisely 3 years of age (M = 36.1 months, SD = 0.2). The data were collected during three separate visits conducted 6 months apart, using psychometrically valid tools frequently used by speech-language pathologists in their clinical practice. A statistical resampling technique using the 95% confidence interval of the 10th percentile on each language measure led to the categorization of children into three groups, namely children presenting difficulties, those in a zone of uncertainty, and those presenting typical development. The results for each measure confirm a significant increase in children’s language skills between the ages of 3 and 4 years. They suggest that the measures used are sensitive enough to detect changes in language skills of children aged 36, 42, and 48 months, thus confirming their clinical relevance. Interpretations of the norms of the original tools are discussed in relation to the current indicators. The normative data provided in this study add to a body of knowledge which serve as essential benchmarks for clinical work and research.

L’étude porte sur un échantillon de 23 participants, plus précisément des parents d’enfants âgés de 42 mois en moyenne et étant tous pris en charge par la protection de la jeunesse pour motif de négligence. Les enfants ont été évalués par l’entremise du COPI (Sylvestre et al., 2021), c’est-à-dire un outil d’observation directe lors d’une situation de jeu structuré entre le parent et son enfant. Ces observations ont été mises en lien avec les facteurs de risque à l’étude, soit les caractéristiques personnelles des parents, les caractéristiques familiales et les caractéristiques personnelles des enfants. La mise en commun de ces résultats indique que des dimensions appartenant à la fois au fonctionnement familial (monoparentalité, faible expression affective, relation conjugale difficile), à la perception négative du parent à l’égard de l’enfant (acceptabilité de l’enfant et exigences à son égard) et aux difficultés personnelles des enfants (hyperactivité, faible adaptabilité, l’anxiété/dépression, faible réactivité, humeur négative) auraient un impact sur la qualité des pratiques parentales chez les parents négligents. La compréhension de l’interaction parent-enfant doit donc se faire sur la base d’une conception multidimensionnelle des facteurs influençant cette interaction.

Dans les programmes universitaires de formation en orthophonie, l'appropriation de la démarche clinique par les étudiants prend place, en grande partie, en contexte de stage. Toutefois, avant les stages et dans le but d'optimiser les apprentissages lors de ceux-ci, de nombreux programmes de formation en sciences de la santé exposent les étudiants à la démarche clinique par le biais d'activités de simulation. Depuis 2009, le programme de maîtrise en orthophonie de l'Université Laval à Québec a misé sur des activités de simulation de la démarche clinique en orthophonie par le biais de modules sur plateforme web. Ces modules, élaborés par l'équipe enseignante du programme, offrent aux étudiants des exercices pédagogiques qui soutiennent le développement du raisonnement clinique en lien avec des situations filmées sur support vidéo. Les étudiants du programme ont contribué à l'amélioration de ces modules d'apprentissage en participant à leur évaluation. Le processus d'élaboration des modules et leur version finale sont présentés dans cet article. Les avantages et défis liés à l'utilisation de ces exercices de simulation pour la formation des étudiants sont également discutés., In university-based speech-language pathology programs, mastering clinical skills takes place, in large part, in a placement context. However, prior to the internships, and in order to optimize learning during classroom teaching, many health sciences training programs expose students to the clinical approach through simulation activities. Since 2009, the master's program in speech-language pathology at l'Université Laval in Quebec City has included simulation activities of clinical skills in speech therapy through modules on a web platform. These modules, developed by the program's teaching team, offer students pedagogical exercises that support the development of clinical reasoning in relation to situations filmed on video. The students in the program contributed to the improvement of these learning modules by participating in their evaluation. The module development process and their final version are presented in this article. The benefits and challenges of using these simulation exercises for student training are also discussed.

Objectif : estimer la prévalence des problèmes de la communication chez des enfants âgés de moins de trois ans pris en charge pour négligence dans les Centres jeunesse du Québec. La prévalence est calculée pour la pragmatique, le langage réceptif et le langage expressif, selon l'âge et le sexe. Méthode : il s'agit d'une étude transversale. L'échantillon représentatif de 84 enfants a été constitué à partir des listes des enfants nouvellement inscrits aux Centres jeunesse participants. Résultats : 46,4 % des enfants présentent un problème dans au moins une dimension de la communication. La prévalence et la gravité des problèmes augmentent suivant l'âge des enfants. Les garçons sont significativement plus affectés que les filles. Conclusion : la négligence constitue une menace au développement de la communication. La mise en oeuvre de programmes de prévention et d'intervention pour les enfants négligés est largement justifiée par les données rapportées dans cette étude., Objective: Estimate the prevalence of communication problems in children under three taken into care by Youth Centres in Quebec for negligence. Prevalence is calculated for the pragmatic aspect, receptive and expressive language, according to age and sex. Method: This is a cross-sectional study. A representative sample of 84 children was drawn consecutively from the lists of new children registered at the Youth Centres. Results: 46.4% of the children present a problem in at least one area of communication. The prevalence and seriousness of the problems increase significantly with age. Boys are significantly more affected than girls. Conclusion: Negligence constitutes a threat to the development of communication. According to the data reported in this study, there is substantial justification for early intervention, promotion and prevention programs with regard to communication problems among neglected children.

Purpose Child neglect affects approximately 1% of children under the age of 6 years in the United States and Canada annually. Nearly 50% of children who experience neglect present significant language difficulties before starting school. Child neglect can thus be considered a major public health issue. Child neglect is an ecological and systemic phenomenon characterized by a dual disruption: first, in the relationship between the parent and child and second, in the relationship between the family and the wider community. Empirical research has quite convincingly demonstrated that parenting behaviors constitute a malleable variable upon which it is possible to act to foster the language development of young children. However, given the multidimensional nature of child neglect, interventions aimed directly at parents are simply not enough to support the language skills of children in this context. Based on a complex family and social conception of neglect, the objective of this article is to propose a logical model illustrating public health services for children experiencing neglect. Such a logical model provides for multiple interventions at the child, family and community levels. Conclusions Broader efforts should be made to support the parents in overcoming the challenges of parenthood by addressing the multiple risk factors to which they are exposed. This can be achieved both by striving toward positive environmental conditions, characterized by responsive caregiving in the home and community, and by implementing multilevel interventions within an interdisciplinary and intersectoral approach. The resulting recommendations align with the Individuals with Disabilities Education Act, a law that requires states to provide services to children in early intervention programs (Part C) and kindergartens/schools (Part B).

Objectif et méthode L’objectif de cet article consiste à étudier l’influence de la pragmatique du langage (usage du langage en contexte social) des filles et des garçons âgés de 4 ans (n = 120) sur la prosocialité telle qu’elle est perçue par leur éducatrice (n = 22) en centre de la petite enfance. Résultats À l’instar de moult travaux, les résultats font ressortir une différence significative en faveur des filles plutôt que des garçons, témoignant d’une perception différentielle de genre en prosocialité perçue. Puis, ils démontrent que l’initiative conversationnelle des garçons influe sur l’évaluation de la prosocialité perçue par leur éducatrice en CPE, alors que chez les filles, elle ne permet pas d’en rendre compte. En revanche, la pragmatique manifestée des filles (intentions de communication) est reliée à leur prosocialité perçue, tandis qu’elle ne l’est pas chez les garçons. Conclusion Ces résultats tendent à témoigner d’une influence différenciée de la pragmatique du langage selon le sexe des enfants de 4 ans dans la prosocialité perçue par leur éducatrice en CPE., Objective and method The aim of this article is to study the influence of pragmatic skills (language use in social context) of girls and boys aged 4 (n = 120) on prosociality as perceived by their early childhood educators (n = 22). Results As with many works, the results show a significant difference in favor of girls rather than boys, indicating a differential perception of gender in perceived prosociality. Then, they show that the conversational initiative of the boys influences the evaluation of the prosociality as perceived by their early childhood educators, whereas for the girls, it does not make it possible to account for it. On the other hand, girls’ expressed pragmatics (communication intentions) are related to their perceived prosociality, whereas it is not the case for boys. Conclusion These results tend to show a differentiated influence of the pragmatic skills according to the sex of 4-year-olds in the perceived prosociality by their early childhood educators.

Objectif et méthode. L’objectif de cet article consiste à étudier l’influence de la pragmatique du langage (usage du langage en contexte social) des filles et des garçons âgés de 4 ans (n = 120) sur la prosocialité telle qu’elle est perçue par leur éducatrice (n = 22) en centre de la petite enfance. Résultats. À l’instar de moult travaux, les résultats font ressortir une différence significative en faveur des filles plutôt que des garçons, témoignant d’une perception différentielle de genre en prosocialité perçue. Puis, ils démontrent que l’initiative conversationnelle des garçons influe sur l’évaluation de la prosocialité perçue par leur éducatrice en CPE, alors que chez les filles, elle ne permet pas d’en rendre compte. En revanche, la pragmatique manifestée des filles (intentions de communication) est reliée à leur prosocialité perçue, tandis qu’elle ne l’est pas chez les garçons. Conclusion. Ces résultats tendent à témoigner d’une influence différenciée de la pragmatique du langage selon le sexe des enfants de 4 ans dans la prosocialité perçue par leur éducatrice en CPE., Objective and method. The aim of this article is to study the influence of pragmatic skills (language use in social context) of girls and boys aged 4 (n = 120) on prosociality as perceived by their early childhood educators (n = 22). Results. As with many works, the results show a significant difference in favor of girls rather than boys, indicating a differential perception of gender in perceived prosociality. Then, they show that the conversational initiative of the boys influences the evaluation of the prosociality as perceived by their early childhood educators, whereas for the girls, it does not make it possible to account for it. On the other hand, girls' expressed pragmatics (communication intentions) are related to their perceived prosociality, whereas it is not the case for boys. Conclusion. These results tend to show a differentiated influence of the pragmatic skills according to the sex of 4-year-olds in the perceived prosociality by their early childhood educators.

Purpose Child neglect affects approximately 1% of children under the age of 6 years in the United States and Canada annually. Nearly 50% of children who experience neglect present significant language difficulties before starting school. Child neglect can thus be considered a major public health issue. Child neglect is an ecological and systemic phenomenon characterized by a dual disruption: first, in the relationship between the parent and child and second, in the relationship between the family and the wider community. Empirical research has quite convincingly demonstrated that parenting behaviors constitute a malleable variable upon which it is possible to act to foster the language development of young children. However, given the multidimensional nature of child neglect, interventions aimed directly at parents are simply not enough to support the language skills of children in this context. Based on a complex family and social conception of neglect, the objective of this article is to propose a logical model illustrating public health services for children experiencing neglect. Such a logical model provides for multiple interventions at the child, family and community levels. Conclusions Broader efforts should be made to support the parents in overcoming the challenges of parenthood by addressing the multiple risk factors to which they are exposed. This can be achieved both by striving toward positive environmental conditions, characterized by responsive caregiving in the home and community, and by implementing multilevel interventions within an interdisciplinary and intersectoral approach. The resulting recommendations align with the Individuals with Disabilities Education Act, a law that requires states to provide services to children in early intervention programs (Part C) and kindergartens/schools (Part B).

The role of the therapeutic alliance in the success of interventions has been well demonstrated in areas related to speech language pathology and audiology. Based on this knowledge, the purpose of this article is to present the theoretical foundations of the therapeutic alliance, distinguishing it from the therapeutic relationship. The centra concept of shared decision making will then be presented, followed by factors that may influence the establishment and quality of the therapeutic alliance. A low-quality therapeutic alliance is associated with the possibility that the client will discontinue the intervention, hence the importance of paying special attention to this dimension. In situations where clinicians have difficulty establishing an alliance, it is their responsibility to identify how they may be contributing to this situation and reflect on their own actions in order to make the necessary corrections.

L’objectif de cette étude est de présenter des indicateurs normatifs du développement du vocabulaire réceptif et expressif ainsi que des composantes phonologique et morphosyntaxique du langage expressif chez des enfants québécois unilingues francophones âgés de 3 à 4 ans. Ces indicateurs sont basés sur les résultats obtenus par 99 enfants recrutés à l’âge de 3 ans précisément (M = 36,1 mois; É-T = 0,2). Les données ont été collectées lors de trois visites distinctes réalisées à six mois d’intervalle, à l’aide d’outils valides sur le plan psychométrique et fréquemment privilégiés par les orthophonistes dans leur pratique clinique. Une technique statistique de rééchantillonage utilisant l’intervalle de confiance à 95% du 10e rang centile aux différentes mesures obtenues a permis de regrouper les enfants en difficulté, ceux se situant dans une zone d’incertitude et ceux ayant un développement typique. Les résultats à chacune des mesures confirment une progression significative des compétences langagières des enfants entre l’âge de 3 et 4 ans. Ils suggèrent que les mesures utilisées sont suffisamment sensibles pour détecter l’évolution des habiletés langagières des enfants âgés de 36, 42 et 48 mois, confirmant ainsi leur pertinence clinique. L’interprétation des normes des outils originaux est discutée à la lumière des scores obtenus. Les données normatives de la présente étude s’ajoutent à un corpus de connaissances qui constitue des points de repères indispensables pour le travail clinique et la recherche.

Background: Exposure to neglect can severely compromise children’s pragmatic skills (social language use). The disruptions of parent-child interactions that typically occur in context of neglect may compromise several parental behaviors which are known to foster language skills such as pragmatics. Objectives: 1- Compare the behaviors of neglectful and non-neglectful parents in four domains which are of interest for pragmatic language development, namely, responsive, supportive, affective, and control behaviors, and 2- Identify parental behaviors associated with the levels of pragmatic ability of 42-month-old neglected children. Participants: Study sample consisted of 21 neglected children living in their biological family, recruited in four Youth Centers in the province of Québec (Canada) and 95 non-neglected children recruited in child-care centers. Method: Parental behaviors were video recorded in context of free-play with the child at the participants’ homes between 2015 and 2017, and subsequently analyzed using the Coding Observations of Parent-Child Interactions (COPI), developed to observe ten parental behaviors associated with early language development. The level of pragmatic ability of children was established using the Language Use Inventory: French, a standardized questionnaire completed with parents of both groups. Results: Parents in situation of neglect scored lower than parents in the control group on eight of the ten behaviors (p < .001). Parental reciprocity was associated with the level of pragmatic ability of 42-month-old neglected children (p = .04). Conclusions: The results of this exploratory study provide insights on links between parental behaviors and the level of pragmatic language skills of children experiencing neglect.

L’objectif de cette étude est de présenter des indicateurs normatifs du développement du vocabulaire réceptif et expressif ainsi que des composantes phonologique et morphosyntaxique du langage expressif chez des enfants québécois unilingues francophones âgés de 3 à 4 ans. Ces indicateurs sont basés sur les résultats obtenus par 99 enfants recrutés à l’âge de 3 ans précisément (M = 36,1 mois; É-T = 0,2). Les données ont été collectées lors de trois visites distinctes réalisées à six mois d’intervalle, à l’aide d’outils valides sur le plan psychométrique et fréquemment privilégiés par les orthophonistes dans leur pratique clinique. Une technique statistique de rééchantillonage utilisant l’intervalle de confiance à 95% du 10e rang centile aux différentes mesures obtenues a permis de regrouper les enfants en difficulté, ceux se situant dans une zone d’incertitude et ceux ayant un développement typique. Les résultats à chacune des mesures confirment une progression significative des compétences langagières des enfants entre l’âge de 3 et 4 ans. Ils suggèrent que les mesures utilisées sont suffisamment sensibles pour détecter l’évolution des habiletés langagières des enfants âgés de 36, 42 et 48 mois, confirmant ainsi leur pertinence clinique. L’interprétation des normes des outils originaux est discutée à la lumière des scores obtenus. Les données normatives de la présente étude s’ajoutent à un corpus de connaissances qui constitue des points de repères indispensables pour le travail clinique et la recherche.

The role of the therapeutic alliance in the success of interventions has been well demonstrated in areas related to speech language pathology and audiology. Based on this knowledge, the purpose of this article is to present the theoretical foundations of the therapeutic alliance, distinguishing it from the therapeutic relationship. The centra concept of shared decision making will then be presented, followed by factors that may influence the establishment and quality of the therapeutic alliance. A low-quality therapeutic alliance is associated with the possibility that the client will discontinue the intervention, hence the importance of paying special attention to this dimension. In situations where clinicians have difficulty establishing an alliance, it is their responsibility to identify how they may be contributing to this situation and reflect on their own actions in order to make the necessary corrections.

Language is the most frequently compromised area of development in English-speaking neglected children, particularly the morphosyntactic component of language. This is very worrisome given its central role in academic success and social participation. No previous study has examined the morphosyntactic skills of French-speaking neglected children, despite the morphological richness of French. This study aimed to fill this gap. Forty-four neglected (mean age ¼ 48.32 months, SD ¼ 0.45) and 92 non-neglected (mean age ¼ 48.07 months, SD ¼ 0.24) French-speaking children participated. Measures of morphosyntactic skills were derived from a sample of spontaneous language collected during standardized semistructured play and analyzed using Systematic Analysis of Language Transcripts software (2012) . Four morphosyntactic indicators were compared using analyses of variance and Kolmogorov–Smirnov tests: the mean length of utterances (MLU), verbal inflections, word-level errors, and omission errors. The results indicate that 25.6% of the neglected children presented clinically significant morphosyntactic difficulties, as evidenced by a significantly shorter MLU (M ¼ 5.60, SD ¼ 1.13; M ¼ 6.90, SD ¼ 1.30), fewer verbal inflections, and more frequent word omission errors compared to their non-neglected peers. The results confirm that French-speaking neglected children present many morphosyntactic difficulties. This study argues for sustained speech–language services for these children.

The goals of this study were twofold: (1) to compare the pragmatic language skills (i.e., social communication skills) of 42-month-old neglected children with those of same-aged non-neglected children and (2) to measure the prevalence of pragmatic difficulties among the neglected children. The study sample was composed of 45 neglected and 95 non-neglected 42-month-old French-speaking children. The Language Use Inventory: French (LUI-French) was completed with all parents. This measure, comprised of 159 scored items divided into 10 subscales, was used to assess the children’s pragmatic skills. The 10th percentile on the LUI-French (95% confidence interval ) was used to identify children with pragmatic difficulties. The neglected children had lower scores than the non-neglected children on all 10 dimensions of pragmatics evaluated (p < .01), as well as lower LUI-French Total Scores (p < .001). The effect sizes of these differences varied between 0.84 and 2.78. Forty-four percent of the neglected children presented significant pragmatic difficulties compared to 4.2% of their non-neglected peers (p < .001). It can be concluded that exposure to neglect significantly compromises children’s pragmatic skills. These results support the need for interventions geared toward neglected children and their families to support the early development of their pragmatic skills.

Child neglect is a parent's failure to respond to his child's fundamental needs. In this context, language development is particularly vulnerable as it depends on frequent and sensitive parent-child interactions. After having established the prevalence of language delays among neglected children, this study aims to compare dimensions of parent-child interactions in neglectful and non-neglectful dyads and to identify interactional dimensions associated with the language skills of neglected children. Fifteen neglected and 61 nonneglected children aged 3.5 years and their parents participated in the study. Results show that neglected children present significant delays in all language measures. Neglectful parents displayed less responsiveness and less positive affect toward their child than nonneglectful parents. Clinical and research implications conclude this paper.

Objectives: This research sought to determine if the language delay (LD) of severely neglected children under 3 years old was better explained by a cumulative risk model or by the specificity of risk factors. The objective was also to identify the risk factors with the strongest impact on LD among various biological, psychological, and environmental factors. Methods: Sixty-eight severely neglected children and their mothers participated in this cross-sectional study. Children were between 2 and 36 months of age. Data included information about the child's language development and biological, psychological, and environmental risk factors. Results: Prevalence of LD is significantly higher in this subgroup of children than in the population as a whole. Although we observed that the risk of LD significantly increased with an increase in the cumulative count of the presence of the child's biological-psychological risk factors, the one-by-one analysis of the individual factors revealed that the cumulative effect mainly reflected the specific impact of the child's cognitive development. When we considered also the environmental risk factors, multivariate logistic regression established that cognitive development, the mother's own physical and emotional abuse experience as a child, and the mother's low acceptability level towards her child are linked to LD in severely neglected children. Conclusions: Language development is the result of a complex interaction between risk factors. LD in severely neglected children is better explained by the specificity of risk factors than by the cumulative risk model. Practice implications: Most prevention and early intervention programs promote and target an increase in the quantity and quality of language stimulation offered to the child. Our results suggest that particular attention should be given to other environmental factors, specifically the mother's psychological availability and her sensitivity towards the child. It is essential

The goals of this study were twofold: (1) to compare the pragmatic language skills (i.e., social communication skills) of 42-month-old neglected children with those of same-aged non-neglected children and (2) to measure the prevalence of pragmatic difficulties among the neglected children. The study sample was composed of 45 neglected and 95 non-neglected 42-month-old French-speaking children. The Language Use Inventory: French (LUI-French) was completed with all parents. This measure, comprised of 159 scored items divided into 10 subscales, was used to assess the children’s pragmatic skills. The 10th percentile on the LUI-French (95% confidence interval ) was used to identify children with pragmatic difficulties. The neglected children had lower scores than the non-neglected children on all 10 dimensions of pragmatics evaluated (p < .01), as well as lower LUI-French Total Scores (p < .001). The effect sizes of these differences varied between 0.84 and 2.78. Forty-four percent of the neglected children presented significant pragmatic difficulties compared to 4.2% of their non-neglected peers (p < .001). It can be concluded that exposure to neglect significantly compromises children’s pragmatic skills. These results support the need for interventions geared toward neglected children and their families to support the early development of their pragmatic skills.

Research data show that exposure to abuse and neglect has detrimental effects on a child's language development. In this meta-analysis, we analyze studies (k = 23), to compare the language skills (receptive language, expressive language, pragmatics) of children who have experienced abuse and/or neglect with the language skills of children who have not experienced abuse and/or neglect and to examine whether age or type of maltreatment moderate the relationship between maltreatment and language skills. Results confirm that the language skills of children who have experienced abuse and/or neglect are delayed when compared to children who have not experienced abuse and/or neglect. Compared to older children, young children seem particularly vulnerable to abuse and neglect. No significant differences were demonstrated concerning the type of maltreatment suffered by the child. These findings support the necessity of early detection of language problems in abused and neglected children as well as early intervention in order to implement interventions that will positively stimulate their development

Dans les programmes universitaires de formation en orthophonie, l'appropriation de la démarche clinique par les étudiants prend place, en grande partie, en contexte de stage. Toutefois, avant les stages et dans le but d'optimiser les apprentissages lors de ceux-ci, de nombreux programmes de formation en sciences de la santé exposent les étudiants à la démarche clinique par le biais d'activités de simulation. Depuis 2009, le programme de maîtrise en orthophonie de l'Université Laval à Québec a misé sur des activités de simulation de la démarche clinique en orthophonie par le biais de modules sur plateforme web. Ces modules, élaborés par l'équipe enseignante du programme, offrent aux étudiants des exercices pédagogiques qui soutiennent le développement du raisonnement clinique en lien avec des situations filmées sur support vidéo. Les étudiants du programme ont contribué à l'amélioration de ces modules d'apprentissage en participant à leur évaluation. Le processus d'élaboration des modules et leur version finale sont présentés dans cet article. Les avantages et défis liés à l'utilisation de ces exercices de simulation pour la formation des étudiants sont également discutés., In university-based speech-language pathology programs, mastering clinical skills takes place, in large part, in a placement context. However, prior to the internships, and in order to optimize learning during classroom teaching, many health sciences training programs expose students to the clinical approach through simulation activities. Since 2009, the master's program in speech-language pathology at l'Université Laval in Quebec City has included simulation activities of clinical skills in speech therapy through modules on a web platform. These modules, developed by the program's teaching team, offer students pedagogical exercises that support the development of clinical reasoning in relation to situations filmed on video. The students in the program contributed to the improvement of these learning modules by participating in their evaluation. The module development process and their final version are presented in this article. The benefits and challenges of using these simulation exercises for student training are also discussed.

Child neglect is a parent's failure to respond to his child's fundamental needs. In this context, language development is particularly vulnerable as it depends on frequent and sensitive parent-child interactions. After having established the prevalence of language delays among neglected children, this study aims to compare dimensions of parent-child interactions in neglectful and non-neglectful dyads and to identify interactional dimensions associated with the language skills of neglected children. Fifteen neglected and 61 nonneglected children aged 3.5 years and their parents participated in the study. Results show that neglected children present significant delays in all language measures. Neglectful parents displayed less responsiveness and less positive affect toward their child than nonneglectful parents. Clinical and research implications conclude this paper.

Child neglect is a parent's failure to respond to his child's fundamental needs. In this context, language development is particularly vulnerable as it depends on frequent and sensitive parent-child interactions. After having established the prevalence of language delays among neglected children, this study aims to compare dimensions of parent-child interactions in neglectful and non-neglectful dyads and to identify interactional dimensions associated with the language skills of neglected children. Fifteen neglected and 61 nonneglected children aged 3.5 years and their parents participated in the study. Results show that neglected children present significant delays in all language measures. Neglectful parents displayed less responsiveness and less positive affect toward their child than nonneglectful parents. Clinical and research implications conclude this paper.