The Social Information Processing Model as a Framework for Explaining Frequent Aggression in Adults with Mild to Moderate Intellectual Disabilities: A Systematic Review of the Evidence

Larkin, Peter J.; Jahoda, Andrew; Macmahon, Kenneth

doi:10.1111/jar.12031

Cited by 25 publications

(17 citation statements)

References 40 publications

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“…Ce TIS est un processus fonctionnel, utilisé en contexte d'interactions sociales, qui favorise l'adaptation sociale. Quelques études ont démontré que les enfants présentant une DI éprouvent des difficultés en résolution de problèmes sociaux, induisant un retard de développement du TIS (Baurain et Nader-Grosbois, 2013;Nader-Grosbois et al, 2013), ou des difficultés plus ciblées à certaines étapes (Larkin, Jahoda et MacMahon, 2013;Van Nieuwenhuijzen, Orobio de Castro, Wijnroks, Vermeer et Matthys, 2009).…”

Section: Introductionunclassified

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

Jacobs

Léonard

Nader-Grosbois

et al. 2017

rfdi

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Cette étude investigue la possibilité de modifier les compétences socio-émotionnelles d’enfants présentant une déficience intellectuelle (DI) grâce à un entrainement de la Théorie de l’esprit (ToM) ou du Traitement de l’information sociale (TIS). Dix-huit enfants présentant une DI sont répartis aléatoirement dans le groupe contrôle ou dans un des deux groupes expérimentaux, entrainant grâce à une séance, soit la ToM, soit le TIS. Avant et après ceux-ci, une évaluation de l’âge développemental, des compétences en compréhension des états mentaux, en résolution de problèmes sociaux, en adaptation sociale et en régulation émotionnelle des enfants est réalisée. La comparaison entre les trois groupes montre que certaines performances en ToM ou en TIS peuvent être améliorées.

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Section: Introductionunclassified

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

Jacobs

Léonard

Nader-Grosbois

et al. 2017

rfdi

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“…Students with ASD and those with ID have exhibited nearly equal socio-emotional and executive functioning. Deficits in socio-emotional functioning have been widely documented for children with ASD [50] and at a lesser extent for children with ID [51,52]. Additionally, the authors of [53] reported lower face recognition performances in children with ASD or with Down syndrome than in typically developing children.…”

Section: Similarities and Differences Between Asd And Id Conditionsmentioning

confidence: 99%

Cognitive Mediators of School-Related Socio-Adaptive Behaviors in ASD and Intellectual Disability Pre- and Adolescents: A Pilot-Study in French Special Education Classrooms

et al. 2019

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The school inclusion of students with autism is still a challenge. To address the cognitive underpinnings of school-related adaptive behaviors, 27 students with autism and 18 students with intellectual and/or severe learning disability, aged from 11 to 17, were recruited. They underwent socio-emotional processing and executive functioning assessments, as well as school-related adaptive behavior and quality of life measurements. Both groups performed equally on socio-emotional and executive assessments, and they reported the same low quality of life. However, students with autism exhibited more limitations than the students with intellectual disabilities on complex school adaptive behaviors (socialization and autonomy) and problem behaviors, but both groups performed equally on more basic adaptive behaviors (school routines, communication). Multiple regression analyses highlighted between-group differences in terms of adaptive functioning profiles, which were linked with different cognitive predictors according to students' medical conditions. The greater school-related limitations of students with autism were mostly explained by socio-emotional performance, while IQ (intellectual quotient) mostly explained the comparable between-group limitations. The low quality of life of both groups was slightly explained by executive performance. The role of both socio-emotional and executive functioning in students' adaptive behaviors and quality of life suggests remediation targets for promoting the school inclusion of students with autism.There is growing evidence that inclusive education may foster positive outcomes in children with ASD, improving their quality of life, academic and social development, as well as occupational future [2,3]. The Children and Youth version of International Classification of Functioning, Disability and Health (ICF-CY [4]) has identified the two domains mostly responsible for situations of school disability. The first domain is related to socio-environmental factors (e.g., a lack of accompaniment of children, insufficient teacher training about ASD, misgivings of school staff, and misunderstandings by peers) [3,5]. The second domain is related to the limited adaptive skills of children with ASD. This leads to difficulties in autonomously performing school activities that are expected in mainstream settings [6].Few studies have addressed the relationships between school-related adaptive behaviors and the cognitive impairments associated with ASD [7]. A better understanding of the cognitive underpinnings of the adaptive and problem behaviors is critical to improve the effectiveness of psycho-educational interventions for children with ASD. Therefore, this study examined the relationships between school-related adaptive functioning and cognitive functioning in children with ASD. Adaptive Functioning and Adaptive Behaviors in ASDAdaptive functioning refers to the conceptual, social and practical skills that allow individuals to adapt to their environment and for functioning in their daily life [8]...

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“…Reactive aggression may arise either from an increased propensity to behave aggressively, or by a decreased ability to inhibit the expression of aggressive behaviour: so-called 'bottom-up' and 'topdown' mechanisms. This concept is common both to a neurobiological analysis of aggression and to social information-processing models, which have been used to explain social behaviours, including aggression, by outlining the sequence of cognitive processes that occur between encountering and processing social cues, and enacting a response (Crick & Dodge 1996;Larkin et al 2013). There is an extensive literature on the neurobiology of defensive/reactive/impulsive aggression, based on studies in rodent and primate models, and in humans who display irritable or impulsive aggression.…”

Section: Behavioural Processes and Brain Mechanisms In Aggressionmentioning

confidence: 99%

The neurobiology of aggression: implications for the pharmacotherapy of aggressive challenging behaviour by people with intellectual disabilities

Willner

2014

J intellect Disabil Res

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The Social Information Processing Model as a Framework for Explaining Frequent Aggression in Adults with Mild to Moderate Intellectual Disabilities: A Systematic Review of the Evidence

Cited by 25 publications

References 40 publications

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

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

Cognitive Mediators of School-Related Socio-Adaptive Behaviors in ASD and Intellectual Disability Pre- and Adolescents: A Pilot-Study in French Special Education Classrooms

The neurobiology of aggression: implications for the pharmacotherapy of aggressive challenging behaviour by people with intellectual disabilities

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