AGIR: Assisting parents of children and teenagers presenting a Developmental Language Disorder: Acting for better communication with my child (or teenager) program
Developmental Language Disorder (DLD) is the new name for specific oral language disorder, or dysphasia, and has consequences for both the development of children and adolescents, and for the everyday life of families. Parents, more specifically, have to cope with behavioural, emotional or social difficulties of their child or teenager, while being particularly involved in helping them to cope with the disorder. The effort and investment required can be a burden for families.
Our research project therefore aims to develop an approach that would help parents to understand the disorder and allow them to develop better coping strategies for their child. To address these two issues, we have chosen to adopt a psycho-educational approach and to follow international recommendations for the development of psychosocial interventions. The acting for better communication with my child program has been developed in collaboration with the Saint Charles’ Institute, the Adèle de Glaubitz association and the establishment le Phare.
The first stage of the research project was to develop the program’s content, to assess its feasibility and to evaluate its effects on the relevant parameters (knowledge, parental stress, depression). A second phase of the project involved modifying some of the content and modifying the evaluation tools. A version for parents of teenagers is currently being developed.
Porteur·euse du projet : Céline Clement (LISEC/LIRIC)
LISA : The visible and invisible frontiers for the inclusion of the deaf and partially deaf at the University of Strasbourg (2023-2024)
Language and communication disorders are factors of exclusion for deaf and partially deaf people, as their disability is often invisible. As of today, hearing disabilities are still a taboo despite having at least 6 million people suffering from hearing issues, in France (Le Monde, 2019). Deafness is a challenge to speaking a language – L1 or L2 – at the level of perception and production, since intelligibility is reduced.
This atypical type of communication represents a factor of exclusion for the individual by non-deaf people. This atypical mean of communication generates intense cognitive overloads and serious learning issues, which can lead to the failure of the program. This project aims to understand the learning difficulties of the deaf or partially deaf students, to capitalize on the skills they have developed during their studies, and to propose appropriate measures for a more inclusive university. This interdisciplinary program involves linguists, speech therapists, healthcare staff from specialized organizations, as well as the Strasbourg University disability service and students.
Porteur·euse du projet : Nuzha MORITZ (LiLPa/LIRIC)
GREMO Project : Regulating Emotions and Behaviors After Brain Injury (ABI)
This participatory research project, for people with Cognitive Impairment following ABI, is led by the multidisciplinary Orientation and Insertion team at the Institute of Readaptation, with the support of the Strasbourg University Hospitals, LiLpa and the LiRiC. The aims are to define assessment criteria beyond the purely medical ones in order to evaluate a third-generation therapy “Dialectical Behaviour Therapy” (DBT) and its impact on the emotional rehabilitation of patients suffering from ABI. The patient narratives are evaluated from a psycholinguistic point of view, in order to detect the effectiveness of the DBT. The protocol was validated by the National Ethics Committee in May 2022 and is registered on trials.gouv (NCT 05 39 34 92).
Additional Fundings from the Ministry of National Education, the Humanities Doctoral College and the European Collectivity of Alsace, IURC Clemenceau Adaptation Center (EMOI-TC, University Hospitals)
Porteur·euse·s du projet : Dr Agatha Krasny-Pacini (IURC Clemenceau, INSERM, ITI NEUROSTRA) and Hélène Vassiliadou (LiLPa UR 1339, ITI LiRiC)
