Impact of Short-term Training in Social Cognition in Preschoolers with Externalizing Behavior

Abstract

In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-... Document type : Article de périodique (Journal article) Référence bibliographiqueHoussa, Marine ; Jacobs, Émilie ; Grosbois, Nathalie. AbstractIn two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn"t receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-ToM group (n=9) and EB-SIP group (n=10) was compared to a control group of preschoolers with EB problems (n =9). These preschoolers took part in pre-test and post-test sessions. Firstly, we tested whether the effectiveness of the training was specific to children with EB compared to TD children. Although improvement was obtained in typically developing children, larger improvements were found in the population with EB. Secondly, we compared the potential transfer of learning between the two types of experimental training in children with EB problems. Results showed some improvement in ToM and in SIP for both experimental groups. These studies provide some guidelines for training in social cognition aimed at preschoolers who are at risk of or have developed EB disorders.

Social knowledge and social reasoning abilities in a neurotypical population and in children with Down syndrome

“…In contrast, the identification sub-score had less impact on the global SRT score because it only provided information on the element on which the participant relied to judge the appropriateness/inappropriateness of the scene. Moreover, the scoring system was the same as in previous studies that used SRT [ 30 , 31 , 33 , 34 , 36 – 38 ].…”

“…Indeed, after participating in a socio-emotional re-education program, a significant improvement on the social reasoning sub-score was observed in adults with intellectual disabilities of non-specific origin [ 34 ] and with DS [ 35 ]. Similarly, after social cognition training, an improvement in social reasoning abilities on the SRT was associated with higher social competence [ 36 , 37 ] and social information processing abilities [ 38 ] in preschool children with externalizing behavior disorders. Taken together, these studies show that the SRT is well adapted for assessing children and adults with developmental difficulties with and without intellectual disabilities.…”

Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

“…A few SIP training programs have been developed for adolescents and adults with IDs (Anderson & Kazantzis, 2008;Cote, 2011;Crites & Dunn, 2004;Nestler & Goldbeck, 2011;O'Reilly et al, 2004;Vlachou & Stavroussi, 2016). Yet, most SIP programs have been implemented among children with externalizing behaviors at preschool and school age (for a review see Houssa, 2016;Houssa et al, 2016;Houssa et al, 2017); and some among children with autism spectrum disorder, with or without IDs (Bernard-Opitz et al, 2001;Radley et al, 2014). Such programs aim to help children to solve social problems, to distinguish benign or hostile intentions in critical social situations and to find the most appropriate behavioral response.…”

“…They usually give immediate and individual feedback. The steps in the social problem-solving process and appropriate responses are underlined by means of key concepts (Anderson & Kazantzis, 2008;Bernard-Opitz et al, 2001;Crites & Dunn, 2004;Houssa et al, 2016;Nestler & Goldbeck, 2011). The training has positive effects on the participants' social problem-solving competences: for instance, they identify and interpret social cues more easily, and they tend to select socially adaptive responses.…”

Entrainer la cognition sociale auprès d’enfants présentant une déficience intellectuelle

“…D'une part, des entrainements ciblant un ou plusieurs états mentaux de la ToM ont été mis en oeuvre auprès d'enfants tout-venant (Amsterlaw et Wellman, 2006;Houssa, Nader-Grosbois et Jacobs, 2014;Melot et Angeard, 2003;Ornaghi, Brockmeier et Grazzani, 2014), d'enfants présentant des troubles externalisés du comportement (Houssa, Jacobs et Nader-Grosbois, 2017), d'enfants et adolescents présentant un trouble du spectre de l'autisme (Gevers, Clifford, Mager et Boer, 2006;Hadwin, Baron-Cohen, Howlin et Hill, 1996;Howlin, Baron-Cohen et Hadwin, 2011;McGregor, Whiten et Blackburn, 1998;Ratcliffe, Wong, Dossetor, et Hayes, 2014;Serret et al, 2014;Swettenham, 1996;Wellman et al, 2002;Williams, Gray et Tonge, 2012), ou une DI (Cheng et Chen, 2010;Lachavanne et Barisnikov, 2013;Stewart et Singh, 1995). D'autre part, d'autres études ont mis en place des entrainements visant une ou plusieurs étapes du TIS et/ou de résolution de problèmes sociaux auprès d'enfants tout-venant (Houssa et al, 2014), présentant des troubles du comportement externalisés (Houssa et al, 2017), un trouble du spectre de l'autisme (Bernard-Opitz, Sriram et Nakhoda-Sapuan, 2001;Radley, Ford, Battaglia et McHugh, 2014), ou des adolescents et des adultes présentant une DI (Anderson et Kazantzis, 2008;Crites et Dunn, 2004;Nestler et Goldbeck, 2011;O'Reilly et Peterson, 2014). Enfin, certains auteurs ont investigué l'effet d'un entrainement ciblant la ToM et le TIS de façon combinée, auprès d'enfants tout-venant (Domitrovich, Cortes et Greenberg, 2007;Houssa et Nader-Grosbois, 2016b;Shure, 1993), présentant des troubles externalisés du comportement (Houssa et Nader-Grosbois, 2016a), ou une DI …”