This TU aims to present to bachelor’s student in SLT (4th year) the main executive functions (EF) components and their neurodevelopment, the dysexecutive syndrome as well as the implication of the EF in many other fields (such as oral and written languages), the assessment, and the rehabilitation of the main cognitive components (inhibition, working memory, mental flexibility, and planning). Students are led to analyze each clinical case in its entirety. This TU contributes to the following learning achievements: - Conduct interventions for EF assessment in SLT. - Elaborate an intervention program related to EF, convenient for each case. - Collaborate with different stakeholders in order to establish appropriate intervention. - Provide parental guidance to improve the patient's quality of life.

Temps présentiel : 10 heures

Charge de travail étudiant : 44 heures

Méthode(s) d'évaluation : Examen final, Projets

Référence :
- Abdelgafar, G. M., & Moawad, R. A. (2015). Executive function differences between bilingual Arabic–English and monolingual Arabic children. Journal of Psycholinguistic Research, 44(5), 651-667. https://doi.org/10.1007/s10936-014-9309-3 - Alahmadi, N. A. (2017). Cognitive control in children with learning disabilities: neuromarker for deficient executive functions. Neuroreport, 28(11), 638-644. https://doi.org/10.1097/WNR.0000000000000805. - Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of clinical and experimental neuropsychology, 30(5), 588-606. https://doi.org/10.1080/13803390701562818. - American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Arlington: American Psychiatric Pub, 5th ed. - Andrès, P. (2004). L’inhibition : une approche neuropsychologique et cognitive. Neuropsychologie des fonctions exécutives. Marseille: Solal.