Pour les participants intéressés d’anticiper ou d’approfondir la thématique du 6 octobre, voici quelques articles scientifiques sur la guidance parentale logopédique, la prévention et la prise en charge des troubles développementaux du langage :
- Barnett, M. L., Niec, L. N., Peer, S. O., Jent, J. F., Weinstein, A., Gisbert, P., & Simpson, G. (2017). Successful therapist–parent coaching: How in vivo feedback relates to parent engagement in parent–child interaction therapy. Journal of Clinical Child & Adolescent Psychology, 46(6), 895-902.
- Conway, L. J., Levickis, P. A., Smith, J., Mensah, F., Wake, M., & Reilly, S. (2018). Maternal communicative behaviours and interaction quality as predictors of language development: findings from a community‐based study of slow‐to‐talk toddlers. International journal of language & communication disorders, 53(2), 339-354.
- Down, K., Levickis, P., Hudson, S., Nicholls, R., & Wake, M. (2015). Measuring maternal responsiveness in a community‐based sample of slow‐to‐talk toddlers: a cross‐sectional study. Child: care, health and development, 41(2), 329-333.
- Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. (2017). Evidence based pathways to intervention for children with language disorders. PeerJ Preprints.
- Fey, M., Warren, S., Fairchild, M., Sokol, S., & Yoder, P. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children with developmental delays and their parents. Journal of Speech Language and Hearing Research, 49(3), 526-547.
- Kong, N. Y., & Carta, J. J. (2013). Responsive Interaction Interventions for Children With or at Risk for Developmental Delays A Research Synthesis. Topics in Early Childhood Special Education, 33(1), 4-17.
- Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O., & Wake, M. (2014). Maternal Behaviors Promoting Language Acquisition in Slow-to-Talk Toddlers: Prospective Community-based Study. Journal of Developmental and Behavioral Pediatrics, 35(4), 274–281.
- Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38, 97-115.
- Tamis-LeMonda, C., Kuchirko, Y., & Song, L. (2014). Why is infant language learning facilitated by parental responsiveness? Current Directions in Psychological Science, 23(2), 121–126.
- Tosh, R., Arnott, W., & Scarinci, N. (2017). Parent‐implemented home therapy programmes for speech and language: a systematic review. International journal of language & communication disorders, 52(3), 253-269.