Social skills, executive functioning and social engagement

Madjar, Nir; Chubarov, Elena; Zalsman, Gil; Weiser, Mark; Shoval, Gal

doi:10.1016/j.scog.2019.100137

Cited by 18 publications

(8 citation statements)

References 28 publications

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“…Apart from the role of broader cognitive deficits accounted for in the present study, there are several more nuanced aspects of neurocognition that play a crucial role in social cognition abilities such as working memory and executive functioning skills [ 61 – 65 ]. Specifically, working memory is crucial for the encoding and retention of important social cues such as facial expression that are necessary to navigate the social world adequately [ 63 , 64 ].…”

Section: Discussionmentioning

confidence: 99%

Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders

Jalal

Nair

Lin

et al. 2021

J Neurodevelop Disord

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Background 22q11.2 deletion syndrome (22q11DS) is a common recurrent neurogenetic condition associated with elevated risk for developmental neuropsychiatric disorders and intellectual disability. Children and adults with 22q11DS often exhibit marked social impairment as well as neurocognitive deficits, and have elevated rates of both autism spectrum disorder (ASD) and psychosis. However, the relationship between the basic processes of social cognition and cognitive ability has not been well studied in 22q11DS. Here, we examined differences in social cognition in 22q11DS, relative to multiple groups of idiopathic neuropsychiatric disorders, and typically developing healthy controls (HC). Additionally, we examined differences in intellectual functioning and its relationship to social cognitive abilities. Finally, we examined the relationship between social cognitive abilities and real-world social behavior. Methods We examined social cognition and intellectual functioning in 273 participants (mean age = 17.74 ± 5.18% female = 44.3%): 50 with 22q11DS, 49 youth with first episode psychosis (FEP), 48 at clinical high-risk (CHR) for psychosis, 24 participants with ASD, and 102 HC. Social cognition was assessed using The Awareness of Social Inference Test (TASIT), while reciprocal social behavior was assessed via parent/caregiver ratings on the Social Responsiveness Scale (SRS). Participants were also administered the Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II) to assess intellectual functioning. Results The 22q11DS group exhibited significantly lower social cognitive abilities compared to CHR, FEP, and HC groups after controlling for intellectual functioning, but not in comparison to the ASD group. Significant positive correlations were found between social cognition, as measured by the TASIT and IQ across groups. In contrast, no significant relationships were found between TASIT and real-world social behavior (SRS) for any group. Conclusions Our findings indicate social cognitive deficits are more prominent in 22q11DS than idiopathic neuropsychiatric conditions across the age range, even after adjusting for global intellectual function. These results contribute to our understanding of the intellectual and social vulnerabilities of 22q11DS in comparison to idiopathic neuropsychiatric disorders. Our findings of robust associations between intellectual ability and social cognition emphasizes the importance of accounting for neurocognitive deficits in social skills interventions and tailoring these existing treatment models for 22q11DS and other populations with intellectual impairment.

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Section: Discussionmentioning

confidence: 99%

Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders

Jalal

Nair

Lin

et al. 2021

J Neurodevelop Disord

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“…Apart from the role of broader cognitive de cits accounted for in the present study, there are several more nuanced aspects of neurocognition that play a crucial role in social cognition abilities such as working memory and executive functioning skills (61)(62)(63)(64)(65), Speci cally, visual working memory is crucial for the encoding and retention of important social cues such as facial expression, that are necessary to navigate the social world adequately (63,64). While working memory de cits are of particular concern in 22q11DS (5,(66)(67)(68), impairments in this domain are often seen in CHR (69-71), FEP (72)(73)(74), and ASD (75-77) as well.…”

Section: Discussionmentioning

confidence: 86%

Social Cognition in 22q11.2 Deletion Syndrome and Idiopathic Developmental Neuropsychiatric Disorders

Jalal

Nair

Lin

et al. 2020

Preprint

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Abstract Background: 22q11.2 deletion syndrome (22q11DS) is a common recurrent neurogenetic condition associated with elevated risk for developmental neuropsychiatric disorders and intellectual disability. Children and adults with 22q11DS often exhibit marked social impairment as well as neurocognitive deficits, and have elevated rates of both autism spectrum disorder (ASD) and psychosis. However, the relationship between the basic processes of social cognition and cognitive ability has not been well studied in 22q11DS. Here, we examined differences in social cognition in 22q11DS, relative to multiple groups of idiopathic neuropsychiatric disorders, and typically developing healthy controls (HC). Additionally, we examined differences in intellectual functioning and its relationship to social cognitive abilities. Finally, we examined the relationship between social cognitive abilities and real-world social behavior. Methods: We examined social cognition and intellectual functioning in 273 participants (mean age = 17.74+/-5.18% female = 44.3%): 50 with 22q11DS, 49 youth with first episode psychosis (FEP), 48 at clinical high-risk (CHR) for psychosis, 24 participants with ASD, and 102 HC. Social cognition was assessed using The Awareness of Social Inference Test (TASIT), while reciprocal social behavior was assessed via parent/caregiver ratings on the Social Responsiveness Scale (SRS). Participants were also administered the Wechsler Abbreviated Scale of Intelligence, 2 nd edition (WASI-II) to assess intellectual functioning. Results: The 22q11DS group exhibited significantly lower social cognitive abilities compared to all other groups, even after controlling for intellectual functioning. Significant positive correlations were found between social cognition, as measured by the TASIT, and IQ across groups. In contrast, no significant relationships were found between TASIT and real-world social behavior (SRS) for any group. Conclusions: Our findings indicate social cognitive deficits are more prominent in 22q11DS than idiopathic neuropsychiatric conditions across the age range, even after adjusting for global intellectual function. These results contribute to our understanding of the intellectual and social vulnerabilities of 22q11DS in comparison to idiopathic neuropsychiatric disorders. Our findings of robust associations between intellectual ability and social cognition emphasizes the importance of accounting for neurocognitive deficits in social skills interventions and tailoring these existing treatment models for 22q11DS and other populations with intellectual impairment.

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“…The use of this model will strengthen the form of collaboration that exists between counselors, teachers, and parents (Moreira et al, 2019;Winarni et al, 2021). The stages in the experiential learning model are reflective so that they can be excellent self-evaluation materials for teachers and parents to find solutions to problems faced by students (Madjar et al, 2019;Mansooreh & Mollazadeh, 2017). This development model can study the effectiveness of collaboration between counselors, teachers, and parents based on experiential learning in solving student problems at school.…”

Section: Discussionmentioning

confidence: 99%

Collaboration of Teachers, Parents, and Counselors in Overcoming Non-Academic Problems of Elementary School Students

Darmiany

Gunayasa²,

Asrin³

et al. 2022

j. ilm. sekol. Dasar

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Student problems at school not only include academic problems, but also non-academic problems. One effort to overcome this is by collaborating with teachers, parents, and counselors. This study aims to produce a collaborative model of teachers, parents, and counselors based on experiential learning to solve students' non-academic problems. The research method used is Research and Development (RnD). The research instrument used was a semi-open questionnaire related to students' non-academic problems, a questionnaire on parental understanding, and model validation instruments. The subjects in this study were 8 elementary school teachers and guardians of students who had a tendency to non-academic problems. Analysis of the data used is a test of validity, practicality, and effectiveness. The results of the study show that non-academic behavior that is disturbing and difficult for teachers to overcome is disrespectful and disruptive. Meanwhile, the understanding of parents regarding this issue is still low. To solve this problem, the developed model will have several scenarios, including; concrete experience; reflective observation; abstract conceptualization; active experimentation & evaluation. The results showed that the involvement of parents and counselors greatly influenced efforts to minimize non-academic problems experienced by students. This model will have a direct impact on the ease with which teachers in schools deal with students who have non-academic problems.

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Social skills, executive functioning and social engagement

Cited by 18 publications

References 28 publications

Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders

Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders

Social Cognition in 22q11.2 Deletion Syndrome and Idiopathic Developmental Neuropsychiatric Disorders

Collaboration of Teachers, Parents, and Counselors in Overcoming Non-Academic Problems of Elementary School Students

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