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    Conduites narratives et Theorie de l'esprit chez des enfants dysphasiques: Les effets de deux mƩthodes d'intervention

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    The purpose of this study is to assess the evaluative component of narratives produced by 20 children with SLI aged 9 to 10 years and six months through two intervention procedures. After spontaneously telling their first version of a story of a misunderstanding between two characters, constructed on the basis of a sequence of five images (e.g. Veneziano and Hudelot, 2006), children participated in a scaffolding procedure during which they were questioned about the reasons for the events (Conversational procedure). Children were then asked to retell the story. The second procedure consists in retelling the story after hearing a "model" story. Results show that the evaluative component and the global coherence of the narrative increase significantly in SLI children after the intervention procedures, with better performances obtained after the Model procedure. Furthermore, the positive effects obtained after the two interventions remain stable one week later. These results show the necessity of evaluating SLI children's narrative skills in a varied and multidimensional way, as well as the interest of Theory of Mind in this assessment. They also stimulate clinicians and educators to apply these intervention procedures in their everyday practices.Cette eĢtude porte sur la composante " eĢvaluative " des reĢcits produits par 20 enfants dysphasiques aĢ‚geĢs de 9 ans aĢ€ 10 ans 1ā„2 et sur l'effet de deux proceĢdures d'intervention sur l'expression de cette composante. Les reĢcits des enfants sont construits aĢ€ partir d'une seĢquence de cinq images qui " racontent " l'histoire d'un malentendu entre deux personnages (Veneziano et Hudelot, 2006). ApreĢ€s avoir produit spontaneĢment un premier reĢcit, les enfants le racontent une deuxieĢ€me fois, soit apreĢ€s avoir eĢteĢ questionneĢs sur les raisons des eĢveĢnements (proceĢdure Conversation sur les causes - CosCau), soit apreĢ€s avoir entendu l'histoire raconteĢe par l'expeĢrimentateur (proceĢdure de type ModeĢ€le-Mod), soit encore apreĢ€s avoir joueĢ aĢ€ un jeu de " meĢmoire " avec les images de l'histoire (proceĢdure controĢ‚le-Con). Les reĢsultats montrent que la composante eĢvaluative et la coheĢrence globale du reĢcit augmentent significativement quelles que soient les proceĢdures, avec un avantage pour l'intervention de type ModeĢ€le. De plus, les effets positifs obtenus immeĢdiatement apreĢ€s l'inter- vention sont maintenus apreĢ€s une semaine. Ces reĢsultats indiquent clairement la neĢcessiteĢ d'eĢvaluer les compeĢtences narratives des enfants dysphasiques de manieĢ€re varieĢe et multidimensionnelle ainsi que l'inteĢreĢ‚t de la theĢorie de l'esprit pour rendre compte de cette eĢvaluation. Enfin, ces reĢsultats inci- tent aĢ€ appliquer ces meĢthodes d'intervention sur le terrain

    The comparative effect of two intervention procedures on the evaluative component of narratives in SLI French children.

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    The production of coherent and causally-motivated narrative plots invoking internal states of the characters, in particular epistemic ones, to account for the characters' behavior, appears around 6-7 years in typically developing children, but it is not until 9 years that most children produce evaluative, mind-oriented narratives. Previous studies have shown that, children aged 6-7 years produce more coherently structured narratives after intervention procedures consisting in a conversation on the causes of the story events or in the narration of the story by the experimenter. The present study aims at applying these same two intervention procedures to 20 SLI children aged between 9 and 10; 6 years. All children were first requested to tell the experimenter the story they understood after seeing the set of five pictures presented sequentially ("the stone story" based on a misunderstanding), and again after one of two intervention procedures. One group participated in a conversation soliciting the reasons of the events of the story; a second group heard the experimenter narrate the story and a third group played a "Memory" game with the pictures of the story and some similar ones (a control group). Results show improvement in coherence and in evaluative components after the two intervention procedures. Contrary to studies of typical children, the improvement is more marked after the narration of the model story. In both cases, the immediate effects are maintained one week later. These results show the importance of intervention procedures and the necessity of using various ways to evaluate SLI children's competences