Pratiques de soutien des parents envers leurs jeunes adultes québécois ayant un TDL
Bibliographic record
Abstract
Les jeunes adultes ayant un trouble dveloppemental du langage (TDL) peuvent s'adapter et participer socialement, bien qu'ils continuent de rencontrer des dfis langagiers, personnels et sociaux.Des tudes rvlent que cette participation sociale serait tributaire de leur persvrance et du soutien de leurs parents.L'objectif principal de l'tude est de dcrire des pratiques de soutien parental pour les jeunes adultes gs de 18 25 ans qui vivent avec un TDL.La recherche adopte une approche phnomnologique et qualitative visant mieux comprendre les expriences vcues des parents.Des questionnaires sociodmographiques ont t remplis, et des entrevues individuelles semi-diriges ont t ralises auprs de neuf parents de jeunes adultes ayant un TDL.Les rsultats montrent que les parents offrent un soutien social Centre de Recherches Education et Formation (CREF) | Telecharge le 11/10/2025 sur https://shs.cairn.info(IP: 174.140.211.43)212 Suzie TaRdif, audRey duponT, fRance BeauRegaRdRevue internationale de l'ducation familiale 2025/1, 55 important leurs enfants mme l'ge adulte.Leurs pratiques visent souvent prvenir des difficults et renforcer l'estime de soi des jeunes adultes.La recherche met en vidence le rle crucial et continu des parents dans le soutien de leurs enfants maintenant adultes.Cette tude souligne l'importance de documenter davantage ces pratiques parentales et les moyens pour soutenir l'autonomie et l'autodtermination des adultes avec un TDL.MOTS-CLS : soutien parental, trouble dveloppemental du langage, jeunes adultes, soutien social Social support for young adults with DLD: The role of parents Young adults with developmental language disorder (DLD) can adapt and participate socially, although they still face linguistic, professional, personal, and social challenges.Studies reveal that social participation depends on their perseverance and parental support.The main objective of this study is to describe parental support practices for young adults aged eighteen to twenty-five living with DLD.The research adopts a phenomenological and qualitative approach aimed at better understanding parents' experiences.Sociodemographic questionnaires were completed, and semi-structured individual interviews were conducted with nine parents of young adults with DLD.The results show that parents continue to provide significant social support to their children even in adulthood, often with the aim of preventing difficulties and strengthening their self-esteem.The research highlights the crucial role parents play in supporting their now adult children.It emphasizes the importance of better documenting these parental practices and ways to support the autonomy and self-determination of adults with DLD.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Observational | low |
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Observational | low |
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedLabeled directly by 2 models reading the full record.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".