ror.org/014p6mg26
Résumés
Résumé
Du fait de la multiplicité et de la complexité de leurs handicaps, l’étude du fonctionnement cognitif des personnes polyhandicapées représente toujours un défi pour les praticiens comme pour les chercheurs. L’article propose d’abord un état des lieux quant aux modèles théoriques de référence en matière de compréhension du développement cognitif des personnes polyhandicapées, ainsi qu’une revue des outils d’évaluation existants et des nouveaux paradigmes de recherche. La deuxième partie propose une réflexion théorique autour de la construction des connaissances chez la personne polyhandicapée avec l’éclairage des connaissances récentes issues de la psychologie cognitive et des neurosciences. Enfin, des pistes pratiques visant à maximiser le développement cognitif des personnes polyhandicapées sont proposées.
Abstract
Due to the multiplicity and the complexity of their disabilities, studying the cognitive functioning of persons with Profound Intellectual and Multiple Disabilities (PIMD) is still very challenging for practitioners as well as for researchers. This article offers a review of the main theories that are relevant with regard to persons with PIMD, and the assessment instruments available. The second part provides a theoretical discussion about how cognitive psychology and neuroscience can inform about the way persons with PIMD may learn from their environment. Then, authors suggest some practical implications that can be drawn from this reflexion.
Parties annexes
Bibliographie
- Arvio, M., & Sillanpää, M. (2003). Prevalence, aetiology and comorbidity of severe and profound intellectual disability in Finland. Journal of Intellectual Disability Research, 47(2), 108–112.
- Barnes, S. B., & Whinnery, K. W. (2002). Effects of functional mobility skills training for young students with physical disabilities. Exceptional Children, 68(3), 313–324.
- Bullinger, A., de Santa Anna, I., Grivel, P., Millan, R., Scheidegger, P., Schmid Pons N., & Tschopp, C. (1996), Le bilan sensori-moteur de l’enfant. Eléments théoriques et cliniques. Enfance, 1, 41-50.
- Chao, L. L., & Martin, A. (2000). Representation of manipulable man-made objects in the dorsal stream. Neuroimage, 12(4), 478-84.
- Chard, M., Roulin, J.-L., & Bouvard, M. (2013). Visual Habituation Paradigm With Adults With Profound Intellectual and Multiple Disabilities: A New Way for Cognitive Assessment? Journal of Applied Research in Intellectual Disabilities, 27(5), 481-488.
- Dalla Piazza, S., & Godfroid, B. (2004). La personne polyhandicapée. Bruxelles, BE: De Boeck.
- Dykes, M. K., & Erin, J. N. (2011). Developmental Assessment for Individuals with Severe Disabilities: DASH-3. Austin, TX: Pro-ed
- Evenhuis, H. M., Theunissen, M., Denkers, I., Verschuure, H., & Kemme, H. (2001). “Prevalence of visual and hearing impairment in a Dutch institutionalized population with intellectual disability”. Journal of Intellectual Disability Research, 45(5), 457–464.
- Fröhlich, A. (2000). La stimulation basale : le concept. (2e éd., traduit par le SPC). Lucerne, Suisse : Édition SZH
- Frölich, A., & Haupt, U. (2004). Leitfaden zur Förderdiagnostik mit schwerstbehinderten Kindern. Dortmund, GE: Verlag Modernes Lernen.
- Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 2(12), 493-501.
- Gibson, J. (1979). The Ecological Approach to Visual Perception. London, UK: Lawrence Erlbaum Associates.
- Goldbart J. (1997). Opening the communication curriculum to students with PMLD. Dans J. Ware (Éd.), Educating Children with Profound and Multiple Learning Difficulties (pp. 15–63). London, UK: David Fulton Publishers.
- Haley, S. M., Coster, W. J., Ludlow, L. H., Haltiwanger, J. T., & Andrellos, P. J. (1992). Paediatric Evaluation of Disability Inventory (PEDI). Development, Standardization and Administration Manual. Boston, MA: New England Medical Center Hospitals.
- Held, R., & Hein, A. (1963). Movement-produced stimulation in the development of visually guided behavior. Journal of Comparative and Physiological Psychology, 56(5), 872-876.
- Hogg, J., Reeves, D., Roberts, J., & Mudford, O. C. (2008). “Consistency, context and confidence in judgements of affective communication in adults with profound intellectual and multiple disabilities”. Journal of Intellectual Disability Research, 45(1), 18–29.
- Hogg, J., & Sebba, J. (1986). Profound retardation and multiple impairment: Development and learning. London, UK: Croom-Helm.
- Hostyn, I., Daelman, M., Janssen, M. J., & Maes, B. (2010). “Describing dialogue between persons with profound intellectual and multiple disabilities and direct support staff using the Scale for Dialogical Meaning Making”. Journal of intellectual disability research, 54(8), 679–90.
- Hostyn, I., & Maes, B. (2009). “Interaction between persons with profound intellectual and multiple disabilities and their partners: a literature review”. Journal of intellectual & developmental disability, 34(4), 296–312.
- Jeannerod, M., & Decety, J. (1995). Mental motor imagery: a window into the representational stages of action. Current opinion in neurobiology, 5(6), 727-732.
- Kerssies, I. J., Rensen, F. S. X., Oppenheimer, L., & Molenaar, P. C. M. (1989). De Ordinale Schalen voor het bepalen van de psychologische ontwikkenling in de sensori-motorische periode. Lisse, NL: Swets & Zeitlinger.
- Munde, V. S., Vlaskamp, C., Ruijssenaars, A. J. J. M., & Nakken, H. (2009). Alertness in individuals with profound intellectual and multiple disabilities: a literature review. Research in Developmental Disabilities, 30(3), 462–80.
- Murata, A., Fadiga, L., Fogassi, L., Galllese, V., Raos, V., & Rizzolatti, G. (1997). Object representation in the ventral premotor cortex (area F5) of the monkey. Journal of Neurophysiology, 78(4), 2226-30.
- Nader-Grosbois, N. (1997). Variabilités inter- et intra-individuelles des compétences cognitives et socio-communicatives chez le jeune enfant présentant un retard mental. Revue Francophone de la Déficience Intellectuelle, 8(2), 159-172.
- Nader-Grosbois N. (2009). Les Echelles d'Evaluation du Développement Cognitif Précoce : manuel illustré d'adminis-tration. Louvain-la-Neuve, BE: Presses universi-taires de Louvain
- Nakken, H., & Vlaskamp, C. (2002). Joining Forces: Supporting Individuals with Profound Multiple Learning Disabilities. Tizard Learning Disability Review, 7(3), 10–15.
- Nakken, H., & Vlaskamp, C. (2007). A need for a taxonomy for profound intellectual and multiple disabilities. Journal of Policy and Practice in Intellectual Disabilities, 4(2), 4–12.
- Nissen, H. W., Chow, K. L., & Semmes, J. (1951). Effects of restricted opportunity for tactual kinesthetic and manipulative experience on the behaviour of a champanzee. American Journal of Psychology, 64, 485-507.
- Paillard, J., & Brouchon, M. (1968). Active and passive movements in the calibration of position sense. Dans S. J. Freedman (Éd.), The Neuropsychology of spatialy oriented behavior (pp. 37-55). Homewood, IL: Dorsey Press.
- Pereira Da Costa, M., & Scelles, R. (2012). Un outil d’évaluation des compétences cognitives des jeunes polyhandicapés : le P2CJP. ALTER - European Journal of Disability Research / Revue Européenne de Recherche sur le Handicap, 6(2), 110–123.
- Petry, K., & Maes, B. (2006). Identifying expressions of pleasure and displeasure by persons with profound and multiple disabilities. Journal of Intellectual & Developmental Disability, 31(1), 28–38. doi: 10.1080/13668250500488678
- Remington, B. (1996). Assessing the occurrence of learning in children with profound intellectual disability: A conditioning approach. International Journal of Disability, Development and Education, 2, 101-118.
- Rizzolatti, G., & Luppino, G. (2001). The Cortical Motor System. Neuron, 31, 889–901.
- Rizzolatti, G., Sinigaglia, C., & Anderson, F. (2008). Mirrors in the brain: How our minds share actions and emotions. New York, NY: Oxford University Press.
- Saulus, G. (2008). Modèle structural du polyhandicap, ou : comment le polyhandicap vient-il aux enfants ? La Psychiatrie de L’enfant, 51(1), 153–191.
- Scelles, R., & Petitpierre G. (2013). Cognition, émotions, sensations, mouvements. Dans R. Scelles & G. Petitpierre (Éds), Polyhandicap: Processus d’évaluation cognitive (pp. 53-74). Paris, FR: Dunod.
- Sirigu A., Cohen, L., Duhamel, J.-R., Pillon B., Dubois, B., & Agide, Y. (1995). A selective impairment of hand posture for object utilization in apraxia, Cortex, 31, 41-56.
- Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. Interview edition, Survey Form Manual. Circle Pines, MN: American Guidance Service.
- Suchman, L. (1987). Plans and situated action. Cambridge, MA: Cambridge University Press.
- Uzgiris, I. C., & Hunt, J. M. (1975). Assesment in infancy : ordinal scales of psychological development. Urbana, IL: University of Illinois Press.
- Vlaskamp, C. (2005). Interdisciplinary assessment of people with profound intellectual and multiple disabilities. Dans J. Hogg & A. Langa (Éds), Assessing adults with intellectual disability: À service provider’s guide (pp. 39–51). Oxford, UK: Blackwell.
- Vlaskamp, C., & Cuppen-Fonteine, H. (2007). Reliability of assessing the sensory perception of children with profound intellectual and multiple disabilities: a case study. Child: care, health and development, 33(5), 547–51.
- Vlaskamp, C., De Geeter, K. I., Huijsmans, L. M., & Smit, I. H. (2003). Passive Activities: the Effectiveness of Multisensory Environments on the Level of Activity of Individuals with Profound Multiple Disabilities. Journal of Applied Research in Intellectual Disabilities, 16(2), 135–143.
- Vlaskamp, C., Van der Meulen, B. F., & Zijlstra, H. P. (2002). De instrumentele realisering van het Gedrags Taxatie Instrument. Tijdschrift Voor Orthopedagogiek, 41, 22–31.
- Vos, P., De Cock, P., Munde, V., Neerinckx, H., Petry, K., Van Den Noortgate, W., & Maes, B. (2013). The role of attention in the affective life of people with severe or profound intellectual disabilities. Research in developmental disabilities, 34(3), 902–9.
- Vos, P., De Cock, P., Munde, V., Petry, K., Van den Noortgate, W., & Maes, B. (2012). The tell-tale: What do heart rate skin temperature and skin conductance reveal about emotions of people with severe and profound intellectual disabilities? Research in Developmental Disabilities, 33, 1117–1127.
- Vos P., De Cock P., Petry K., Noortgate W. V. D., & Maes, B. (2010) Do you know what I feel? A first step towards a physiological measure of the subjective well-being of persons with profound intellectual and multiple disabilities. Journal or Applied Research in Intellectual Disabilities, 23, 366–378.
- Ware, J. (1994). Educating children with profound multiple learning difficulties. London, UK: Fulton.