Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems  

作　　者：Marine Houssa Alexandra Volckaert Nathalie Nader-Grosbois Marie-Pascale Noel 

机构地区：[1]Psychological Sciences Research Institute,Universitecatholique de Louvain,Louvain-La-Neuve,Belgium

出　　处：《Journal of Behavioral and Brain Science》2017年第12期598-620,共23页行为与脑科学期刊（英文）

基　　金：a concerted research action on externalizing behavior (Convention ARC 11/16-038)

摘　　要：In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.

关 键 词：Externalizing Behavior PRESCHOOLERS Social Cognition Executive Functions TRAINING Emotion Regulation 

分 类 号：R73[医药卫生—肿瘤]