Vers une recherche de liens entre trouble d'hyperactivité avec le déficit de l'attention (THADA) et dysphasie lexico-syntaxique

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(1)Vers une recherche de liens entre trouble d’hyperactivité avec le déficit de l’attention (THADA) et dysphasie lexico-syntaxique Lucile Bonami. To cite this version: Lucile Bonami. Vers une recherche de liens entre trouble d’hyperactivité avec le déficit de l’attention (THADA) et dysphasie lexico-syntaxique. Médecine humaine et pathologie. 2010. �dumas-01521147�. HAL Id: dumas-01521147 https://dumas.ccsd.cnrs.fr/dumas-01521147 Submitted on 11 May 2017. HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés..

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(8) 6RPPDLUH INTRODUCTION ........................................................................................................................................7. PARTIE THEORIQUE 35(0,(5(3$57,(/ K\SHUDFWLYLWpFKH]O HQIDQW &+$3,75(+LVWRULTXHGHO K\SHUDFWLYLWp I.. Historique et évolution du concept : .............................................................................................13. II.. La position actuelle : ......................................................................................................................18 &+$3,75('HVFULSWLRQFOLQLTXH. I.. La prévalence : ...............................................................................................................................20. II.. Causes de l’hyperactivité : .............................................................................................................20. III. Les principaux signes cliniques :.....................................................................................................26 IV. Les formes cliniques : .....................................................................................................................29 V.. L’évolution du trouble : ..................................................................................................................30 &+$3,75(/HVWURXEOHVDVVRFLpV. I.. Le trouble des apprentissages : .....................................................................................................34. II.. Les troubles du comportement :....................................................................................................36. III. Les troubles émotionnels : .............................................................................................................38 IV. Les troubles du sommeil : ..............................................................................................................40 V.. Les troubles du contrôle sphinctérien : .........................................................................................41. VI. Les tics et le syndrome de Gilles de la Tourette : ..........................................................................42 &+$3,75(0pWKRGHVG pYDOXDWLRQ I.. Les entretiens : ...............................................................................................................................43. II.. L’évaluation de l’hyperactivité/impulsivité :..................................................................................44. III. L’évaluation des troubles cognitifs : ..............................................................................................47 IV. L’évaluation psycho-affective : ......................................................................................................51 V.. Les bilans : psychomotricité et orthophonie..................................................................................55. VI. Les diagnostics différentiels : .........................................................................................................56 VII. Annonce du diagnostic : .................................................................................................................57. 5.

(9) &+$3,75(6RLJQHUO HQIDQW I.. Informer l’enfant et la famille : ......................................................................................................59. II.. Les différentes stratégies thérapeutiques : ...................................................................................60 &+$3,75(/ HQIDQWK\SHUDFWLIDXTXRWLGLHQHWjO pFROH. I.. L’enfant hyperactif au quotidien :..................................................................................................69. II.. L’enfant hyperactif à l’école : .........................................................................................................70. CONCLUSION ..........................................................................................................................................74. '(8;,(0(3$57,(/DG\VSKDVLH I.. Définition :......................................................................................................................................77. II.. Classification des dysphasies : .......................................................................................................80. III. Les symptômes non linguistiques : ................................................................................................86 IV. Hypothèses explicatives : ...............................................................................................................88 V.. Diagnostic de dysphasie : ...............................................................................................................89. VI. Facteurs étiologiques : ...................................................................................................................94 VII. La prise en charge : ........................................................................................................................95 CONCLUSION : ........................................................................................................................................97. 752,6,(0(3$57,(/DQJDJHRUDOHWK\SHUDFWLYLWp Langage oral et Hyperactivité : ..............................................................................................................98. PARTIE PRATIQUE HYPOTHESES DE TRAVAIL : ...................................................................................................................102 I.. Méthodologie : ............................................................................................................................103. II.. Analyse pratique : ........................................................................................................................122. III. Discussion sur notre hypothèse : .................................................................................................166 CONCLUSION ........................................................................................................................................172. ANNEXES BIBLIOGRAPHIE 6.

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(23) . PARTIE THEORIQUE 11.

(24) . PREMIERE PARTIE. L’hyperactivité chez l’enfant. 12.

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