Nader-Grosbois, N., Houssa, M. and Mazzone, S. (2013) How Could Theory of Mind Contribute to the Differentiation of Social Adjustment Profiles of Children with Externalizing Behavior Disorders and Children with Intellectual Disabilities? Research in Developmental Disabilities, 34, 2642-2660.
https://doi.org/10.1016/j.ridd.2013.05.010

has been cited by the following article:

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

  AUTHORS: Marine Houssa, Alexandra Volckaert, Nathalie Nader-Grosbois, Marie-Pascale Noël

  KEYWORDS: Externalizing Behavior, Preschoolers, Social Cognition, Executive Functions, Training, Emotion Regulation

  JOURNAL NAME: Journal of Behavioral and Brain Science, Vol.7 No.12, November 23, 2017

  ABSTRACT: 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.