Early Risk for Problem Behavior and Substance Use: Targeted Interventions for the Promotion of Inhibitory Control

Riggs, Nathaniel R.; Greenberg, Mark T.; Rhoades, Brittany L.

doi:10.1007/978-1-4419-1268-8_13

Cited by 10 publications

(8 citation statements)

References 51 publications

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“…The Indexes Flexibility (made up of the Inhibition and Shifting scales) and Inhibitory Self-Control (made up of Inhibition and Emotional Control) are in many ways congruent with hot EF domains. As emphasized by Riggs, Greenberg, and Rhoades (2011), no matter which EF framework one chooses to adopt (e.g., multidimensional), inhibitory control functions as both impulse control and as a system that allows a child to inhibit extraneous or competing stimuli. Therefore, typically cool tasks such as monitoring one’s progress during an activity also requires inhibitory control.…”

Section: Discussionmentioning

confidence: 99%

Profiles of Everyday Executive Functioning in Young Children With Down Syndrome

Daunhauer¹,

Fidler²,

Hahn³

et al. 2014

American Journal on Intellectual and Developmental Disabilities

108

160

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We investigated executive functioning (EF) in children with Down syndrome (DS; n = 25) and typically developing (TD) children matched for mental age (MA; n = 23) using the Behavior Rating Inventory of Executive Function-Preschool. We sought to (1) compare children with DS to a developmentally matched control group, and (2) to characterize the EF profile of children with DS. Across teacher and parent reports, significant deficits in working memory and planning were observed in the DS group. Parents, but not teachers, of children with DS also reported difficulties in inhibitory control relative to the comparison group. Results extend earlier findings regarding EF impairments in children with DS. The complementary role inhibitory control may play in this profile is discussed.

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Section: Discussionmentioning

confidence: 99%

Profiles of Everyday Executive Functioning in Young Children With Down Syndrome

Daunhauer¹,

Fidler²,

Hahn³

et al. 2014

American Journal on Intellectual and Developmental Disabilities

108

160

View full text Add to dashboard Cite

show abstract

“…Mindfulness meditation practices are increasingly being discussed as a useful means of improving EFs among adolescents (e.g., Dishion et al 2011; Riggs et al 2011; Diamond and Lee 2011). Mindfulness involves focusing attention on the present moment and diligent monitoring of external and internal stimuli being experienced in the present.…”

Section: Discussionmentioning

confidence: 99%

“…However, there have been a number of programs that have targeted children’s EF-related social–emotional competence. Riggs et al (2011) classify such programs into three categories: (1) programs that promote cognitive and/or social–emotional skills, usually with the aim of inducing social adjustment, but do not assess EFs and are not overtly based on neuropsychological models, (2) programs that aim to improve EFs but do not assess behavioral outcomes, and (3) programs that are based on neuropsychological models and assess EFs as possible mediators of the intervention effect on targeted behavior.…”

Section: Adolescent Neurocognitive Development and School-based Prevementioning

confidence: 99%

Adolescent Neurocognitive Development, Self-Regulation, and School-Based Drug Use Prevention

et al. 2013

Self Cite

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Adolescence is marked by several key development-related changes, including neurocognitive changes. Cognitive abilities associated with self-regulation are not fully developed until late adolescence or early adulthood whereas tendencies to take risks and seek thrilling and novel experience seem to increase significantly throughout this phase, resulting in a discrepancy between increased susceptibility to poor regulation and lower ability to exercise self-control. Increased vulnerability to drug use initiation, maintenance, and dependence during adolescence may be explained based on this imbalance in the self-regulation system. In this paper, we highlight the relevance of schools as a setting for delivering adolescent drug use prevention programs that are based on recent findings from neuroscience concerning adolescent brain development. We discuss evidence from school-based as well as laboratory research that suggests that suitable training may improve adolescents’ executive brain functions that underlie self-regulation abilities and, as a result, help prevent drug use and abuse. We note that considerable further research is needed in order (1) to determine that self-regulation training has effects at the neurocognitive level and (2) to effectively incorporate self-regulation training based on neuropsychological models into school-based programming.

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“…These regulation difficulties have been linked to deficits or delays in the development of the executive functions of inhibitory control, working memory, and planning (110). Various theoretical models have conceptualized differences at the neural level for youth who have low regulation skills.…”

Section: Risk and Protective Factorsmentioning

confidence: 99%

Promoting Healthy Outcomes Among Youth with Multiple Risks: Innovative Approaches

Greenberg

Lippold

2013

Annu. Rev. Public Health

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Adolescent behavior problems such as substance use, antisocial behavior problems, and mental health problems have extremely high social costs and lead to overburdened mental health and juvenile justice systems in the United States and Europe. The prevalence of these problems is substantial, and at-risk youth often present with a combination of concerns. An understanding of risk and protective factors at multiple levels, including the child, family, peer, school, and community, has influenced intervention development. At the individual and family levels, the most effective and cost-effective programs work intensively with youth and their families or use individual and group cognitive-behavioral approaches. However, there is a paucity of careful studies of effective policies and programs in the juvenile justice system. Research is needed that focuses on adoption, financing, implementation, and sustainable use of evidence-based programs in public service systems. In addition, the field needs to understand better for whom current programs are most effective to create the next generation of more effective and efficient programs.

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Early Risk for Problem Behavior and Substance Use: Targeted Interventions for the Promotion of Inhibitory Control

Cited by 10 publications

References 51 publications

Profiles of Everyday Executive Functioning in Young Children With Down Syndrome

Profiles of Everyday Executive Functioning in Young Children With Down Syndrome

Adolescent Neurocognitive Development, Self-Regulation, and School-Based Drug Use Prevention

Promoting Healthy Outcomes Among Youth with Multiple Risks: Innovative Approaches

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