Neuropsychological Status and Social Problem Solving in Children With Congenital or Acquired Brain Dysfunction.

Abstract

Objective: To describe the associations between neuropsychological variables and social problemsolving skills in children with congenital versus acquired brain dysfunction. Participants: Twenty-two children and adolescents with cerebral palsy or myelomeningocele (developmental condition, or DC) and 22 with history of traumatic brain injury (TBI), ages 7-12 years, IQ Ͼ 70. Measures: Social Problem-Solving Measure (SPSM), Video Cues and Consequences (VCC), and brief motor-free neuropsychological assessment. Results: The DC group generated significantly fewer solutions to hypothetical problematic social scenarios than the TBI group, but differences in the relative frequencies of solution types were minimal. The pattern of associations between neuropsychological and social problem-solving variables differed between groups. Conclusions: Neuropsychological status may contribute to development and expression of aspects of social skills, but there may be subtle differences in the nature of that contribution in children with congenital versus acquired brain lesions. Social Information Processing and Social CompetenceMeasures of social information processing (SIP) have successfully predicted actual interpersonal behavior and social status among children (Dodge,

Relationship between social competence and neurocognitive performance in children with epilepsy

“…Neuropsychological status may contribute to the development and expression of aspects of social skills in children with congenital and acquired brain dysfunction [60]. These problems may cause a lack of appropriate responses in social situations, thereby, affecting children's social behavior.…”

The performance profile on the Wisconsin Card Sorting Test of a group of children with cerebral palsy aged between 9 and 12

“…However, recent studies on social impairment in children with CP highlight the relevance of studying more specific dimensions of their cognitive functioning [4,5]. Some authors propose the existence of a link between executive function and social information processing [5][6][7].…”

“…Congenital and early-acquired brain lesions in CP children (during foetal development or during the neonatal period), the underlying medical complications and the premature birth of many of these children have recently been recognized as risk factors for neuropsychological problems [9,10], including executive difficulties [4,5,11]. Executive function is a multi-dimensional construct that refers to a range of higher cognitive processes responsible for controlling behaviour and emotions, as well as the Correspondence: Line Nadeau, PhD, IRDPQ, Centre for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), 525 Blvd.…”

“…Social information processing refers to all the sociocognitive processes underlying a child's social behaviour [8]. There is evidence to suggest that impaired executive function may compromise the quality of a child's social adjustment [5][6][7].…”

Interações Sociais De Crianças Com Deficiência: Peculiaridades Do Conceito Halliwick

“…É comumente relatada a dificuldade que as pessoas com deficiência possuem no que tange às relações sociais com seus pares sem deficiência (WARSCHAUSKY et al, 2003;LAW et al, 2006;MORRIS et al, 2006;CUNNINGHAM;THOMAS;2009;VOORMAN et al, 2010). Por isso, incentivar a participação de pessoas com deficiência em programas que promovam a prática de atividade física é de extrema importância, porque essas práticas proporcionam o bem-estar geral, possilibitam melhorias na independência física e na competência social (WILSON, 2002;WILBER et al, 2002;WEISS et al, 2003;RIMMER, 2005;HOHEPA;SCHOFIELD;KOLT, 2006;McGEE et al, 2006;BUFFART et al, 2009;SORSDAHL et al, 2010;WHITTINGHAM et al, 2010).…”