Un aperçu de la formation et des pratiques professionnelles en Europe sur l'accompagnement des compétences en communication des jeunes présentant un trouble du développement intellectuel

peer reviewedLes difficultés de communication des personnes présentant un trouble du développement intellectuel engendrent un risque d’exclusion tant les compétences communicationnelles sont cruciales pour les apprentissages, l’inclusion sociale et, l’autodétermination. Quelle est la situation actuelle en Europe dans ce domaine ? C’est ce qu’a tenté d’identifier l’étude menée dans le cadre du projet ERASMUS+ COM-IN en interrogeant via un questionnaire les professionnels travaillant avec des jeunes européens ayant un TDI. Des données préliminaires de cette étude sont présentées.COM-IN Améliorer les compétences émotionnelles des jeunes avec un trouble du développement intellectuel pour favoriser leur inclusion4. Quality educatio

Outcome after failure of allogeneic hematopoietic stem cell transplantation in children with acute leukemia: a study by the Société Francophone de Greffe de Moelle et de Thérapie Cellulaire (SFGM-TC)

Allogeneic hematopoietic stem cell transplantation (SCT) contributes to improved outcome in childhood acute leukemia (AL). However, therapeutic options are poorly defined in case of post-transplantation relapse. We aimed to compare treatment strategies in 334 consecutive children with acute leukemia relapse or progression after SCT in a recent ten-year period. Data could be analyzed in 288 patients (157 ALL, 123 AML and 8 biphenotypic AL) with a median age of 8.16 years at transplantation. The median delay from first SCT to relapse or progression was 182 days. The treatment consisted in chemotherapy alone (n=108), chemotherapy followed by second SCT (n=70), supportive/palliative care (n=67), combination of chemotherapy and DLI (n=30), or isolated reinfusion of donor lymphocytes (DLI) (n=13). The median OS duration after relapse was 164 days and differed according to therapy: DLI after chemotherapy = 385 d, second allograft = 391d, chemotherapy = 174d, DLI alone = 140d, palliative care = 43d. A second SCT or a combination of chemotherapy and donor lymphocytes infusion yielded similar outcome (HR=0.85, p=0.53) unlike chemotherapy alone (HR 1.43 p=0.04), palliative care (HR=4.24, p<0.0001) or isolated DLI (HR=1,94, p<0.04). Despite limitations in this retrospective setting, strategies including immunointervention appear superior to other approaches, mostly in AML

Emotional Lexicon Understanding and Emotion Recognition: A Longitudinal Study in Children with Down Syndrome

International audienc

Reconnaissance des expressions faciales émotionnelles chez l'enfant porteur de trisomie 21 (approche développementale et comparative)

L étude a proposé à des enfants avec trisomie 21, des enfants avec retard mental d étiologie non spécifiée et des enfants typiques d apparier un son émotionnel avec une expression émotionnelle (visage). Ils devaient ensuite désigner une expression émotionnelle à partir d un label présenté oralement. Les performances d enfants trisomiques de quatre ans d âge de développement pour reconnaître les émotions sur des visages photographiés ne montrent pas d originalité majeure en comparaison de deux autres groupes d enfants de me me âge de développement. Cependant, lorsque la reconnaissance est sollicitée verbalement, les enfants retardés mentaux, notamment les enfants trisomiques 21, rencontrent plus de difficultés. Chez l'enfant retardé, le langage ne permet pas une meilleure catégorisation des expressions émotionnelles. Ces résultats soulignent l'importance des catégories émotionnelles verbales qui pourraient se construire plus difficilement dans le cadre du retard mental.We proposed a matching task consisting of pairing an emotional sound and a human face and, after that a noise with an animal. A second task required children to choose an emotional facial expression on the basis of its verbal label. Down syndrome children do not differ with other children in emotional recognition abilities of human faces pictures. Results are compared with those of children with mental retardation and typical children matched on developmental age (K ABC, non-verbal scale). Results do not validate Kasari s presumption concerning with emotional recognition deficit in Down children of 4 years of developmental age mental. However, they show difficulties for choosing the appropriate facial expression on the basis of a verbal label. The label superiority effect, described by Russel and Widen (2002), and found in our developmental data, is not present in mentally retarded children. Theses findings emphasize the importance of the verbal categories in emotional understanding.ROUEN-BU Lettres (764512101) / SudocSudocFranceF

Emotion recognition by children with Down syndrome: A longitudinal study

International audienc

Développement de la reconnaissance des émotions chez l'enfant avec trisomie 21

International audienc

Emotion word comprehension in children aged 4–7 years

International audienc

Recognition of Basic Emotions with and without the Use of Emotional Vocabulary by Adolescents with Down Syndrome

Background: Children with Down syndrome (DS) often experience behavioral and emotional issues that complicate their socialization process and may lead to psychopathological disorders. These problems may be related to deficits affecting emotional knowledge, particularly emotional vocabulary. Because emotional vocabulary makes it easier for typically developing children to identify emotions, a deficit affecting it in DS could be problematic. Methods: Twenty-eight adolescents with DS matched with typically developing (TD) children for their score on the Benton Facial Recognition Test were asked to recognize six emotional expressions presented in the form of filmed sequences, based on (1) nonverbal cues such as prosody, and (2) an emotional label. Results: The adolescents with DS recognized the six basic emotional expressions at a level comparable to that of the TD children in both conditions (with and without emotional vocabulary), but the facilitating effect of vocabulary was lower in that group. Conclusions: This study does not show a deficit affecting emotion recognition in DS, but it emphasizes the importance of early acquisition of emotional knowledge in this syndrome. Regular and varied use of internal state words should be encouraged in familial interactions, and education should include specifically adapted social and emotional learning programs

Développement de la reconnaissance des émotions chez l'enfant avec trisomie 21

International audienc

Emotion Recognition as a Real Strength in Williams Syndrome: Evidence From a Dynamic Non-verbal Task

The hypersocial profile characterizing individuals with Williams syndrome (WS), and particularly their attraction to human faces and their desire to form relationships with other people, could favor the development of their emotion recognition capacities. This study seeks to better understand the development of emotion recognition capacities in WS. The ability to recognize six emotions was assessed in 15 participants with WS. Their performance was compared to that of 15 participants with Down syndrome (DS) and 15 typically developing (TD) children of the same non-verbal developmental age, as assessed with Raven’s Colored Progressive Matrices (RCPM; Raven et al., 1998). The analysis of the three groups’ results revealed that the participants with WS performed better than the participants with DS and also than the TD children. Individuals with WS performed at a similar level to TD participants in terms of recognizing different types of emotions. The study of development trajectories confirmed that the participants with WS presented the same development profile as the TD participants. These results seem to indicate that the recognition of emotional facial expressions constitutes a real strength in people with WS