Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Schuiringa, Hilde D.; Nieuwenhuijzen, M. van; Castro, Bram Orobio de; Matthys, Walter

doi:10.1080/09297049.2015.1135421

Cited by 37 publications

(31 citation statements)

References 61 publications

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“…The first assumption: cognitive family-based rehabilitation (sustained attention, working memory, and inhibition) has effects on the executive functions of male children between 10 and 14 years old. Given the multi-variable covariance, it seems that there is a significant difference between the two groups that is consistent with some studies (5)(6)(7)(8), but it is non-consistent with previous studies [15][16][17][18][19][20][21].…”

Section: Discussionsupporting

confidence: 50%

“…Children with ID have difficulty in controlling their impulses, organizing, prioritizing, and coordinating the information they receive because of weakness in underlying mechanisms [14]. Previous studies evaluated the effects of inhibition training in ID and reported that such intervention has significant effects [15][16][17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

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Designing Family-based Cognitive Rehabilitation and Evaluation of Its Effectiveness on Working Memory, Sustained Attention, Inhibition, and Social Skills of Children With Intellectual Disability

2019

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Educational performance and executive functions are two factors related to positive outcomes. Delay or the reduction of the development of executive functions in children with Intellectual Disabilities (ID) may result in negative outcomes in social skills and educational competence. The main important aspects of executive functions, including working memory, attention, and inhibition are considered the main predictors of learning social skills, as well as educational skills in life. The current study aimed at evaluating the effectiveness of family-based cognitive rehabilitation on working memory, sustained attention, inhibition, and social skills of children with ID. Materials and Methods: The participants of the present study were a subgroup of 11-14-yearold children with ID, who were studying in the exceptional schools from 2017 to 2018 in Tehran, Iran. The samples were selected by clustering multi-stages method; 15 students were assigned to the experimental group and 15 students were assigned to the control group. Then, they were evaluated by the Boshra test for cognitive inhibition, working memory test for children, Integrated Visual and Auditory (IVA) test, Behavior Rating Inventory of Executive Function (BRIEF), and Vineland social skill scale before and after the cognitive family-based intervention. The experimental group received 12 sessions of intervention. The data were analyzed by SPSS V. 24. Results: Family-based cognitive rehabilitation had significant effects on improving working memory, attention, and inhibition (P<0.001) through addressing underlying executive functions, but had no significant effect on the social skills of children with ID. Conclusion: As a new intervention, cognitive family-based rehabilitation may improve the executive functions of children with ID as supplementary intervention along with behavioral or other cognitive interventions to help children overcome some challenges under social situations.

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Section: Discussionsupporting

confidence: 50%

Section: Introductionmentioning

confidence: 99%

Designing Family-based Cognitive Rehabilitation and Evaluation of Its Effectiveness on Working Memory, Sustained Attention, Inhibition, and Social Skills of Children With Intellectual Disability

2019

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“…From the perspective of the imbalance model, increased susceptibility to peer influence in adolescents with MBID could be explained by a larger imbalance between social-emotional and cognitive control systems. Although this claim has not been investigated at a neurobiological level, there is ample evidence that adolescents with MBID have inhibition deficits as compared to typically developing adolescents (see Bexkens et al 2014 for a meta-analysis; Schuiringa et al 2017), and inhibition is an important component of cognitive control (Ridderinkhof et al 2004). These inhibitory deficits may suggest a larger imbalance between the social-emotional and the cognitive control system in adolescents with MBID, which may increase their susceptibility to peer influence (Albert et al 2013).…”

Section: Susceptibility To Peer Influence In Adolescents With Mbidmentioning

confidence: 99%

When Do those “Risk-Taking Adolescents” Take Risks? The Combined Effects of Risk Encouragement by Peers, Mild-to-Borderline Intellectual Disability and Sex

Wagemaker

Huizenga

Dekkers

et al. 2020

J Abnorm Child Psychol

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Adolescents with mild to borderline intellectual disability (MBID) show more daily life risk taking than typically developing adolescents. To obtain insight in when these "risk-taking adolescents" especially take risks, we investigated main and interaction effects of (a) MBID, (b) sex, and (c) type of peer influence on risk taking. The Balloon Analogue Risk Task (BART) was used as a proxy of real-life risk taking. 356 adolescents (12-19 years, 51.7% MBID, 63.4% boys) were randomly assigned to one of three BART peer-influence conditions: solo (no peers), positive risk encouragement (e.g., 'You are cool if you continue') or negative risk encouragement (e.g., 'You are a softy if you do not continue'). The main finding was that boys with MBID took more risks than typically developing boys in the negative risk encouragement condition. Boys with MBID also took more risks in the negative risk encouragement condition compared to the solo condition, whereas typically developing boys did not. There were no such effects for girls. Surprisingly, boys with MBID took less risks in the solo condition than typically developing boys. We conclude that boys with MBID especially show high risk taking when peers belittle or threat with exclusion from the peer group. Prevention and intervention programs should specifically target boys with MBID to teach them to resist negative risk encouragement by peers.

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“…D'autre part, les personnes présentant une DI peuvent manifester des multiples déficits au niveau des fonctions exécutives qui entraveraient leurs capacités de régulation émotionnelle (Nader-Grosbois, 2012), plus particulièrement d'autorégulation. Ces difficultés sont souvent présentes chez les personnes manifestant des TC, en particulier les fonctions exécutives de base telles que la mémoire de travail, l'inhibition et la flexibilité cognitive (Schuiringa, van Nieuwenhuijzen, Orobio de Castro et Matthys, 2016;Sinclair, Blencowe, McCaig et Misch, 2013) qui sont des composantes essentielles à l'autorégulation (Barkley, 2012). De plus, les personnes présentant une DI auraient également moins de contrôle sur leur vie quotidienne, ce qui augmenterait chez elles l'impact du stress (Scott et Havercamp, 2014).…”

Section: La Crise Comportementale Comme Processus Transactionnel Et Iunclassified

La Crise Comportementale en Di-Tsa : Vers De Meilleures Pratiques De Prévention

Sabourin

Couture

2018

rqpsy

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Le présent article vise à synthétiser et à mettre à jour une recension sur l’intervention de la crise en DI-TSA qui a été publié en 2015. Après un rappel du contexte, le concept de crise comportementale est discuté et une formulation théorique et clinique de ce phénomène est proposée à partir de l’état des connaissances actuelles. Puis, en s’appuyant sur l’ensemble de la documentation recueillie, un modèle d’interventions préventives sur les situations de crise en DI-TSA regroupe de façon succincte les meilleures pratiques recensées dans le domaine. En terminant, les limites de la démarche sont évoquées brièvement et des pistes de recherche sont mentionnées.

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Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems

Cited by 37 publications

References 61 publications

Designing Family-based Cognitive Rehabilitation and Evaluation of Its Effectiveness on Working Memory, Sustained Attention, Inhibition, and Social Skills of Children With Intellectual Disability

Designing Family-based Cognitive Rehabilitation and Evaluation of Its Effectiveness on Working Memory, Sustained Attention, Inhibition, and Social Skills of Children With Intellectual Disability

When Do those “Risk-Taking Adolescents” Take Risks? The Combined Effects of Risk Encouragement by Peers, Mild-to-Borderline Intellectual Disability and Sex

La Crise Comportementale en Di-Tsa : Vers De Meilleures Pratiques De Prévention

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