Abstract
A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 17-42 |
| Number of pages | 26 |
| Journal | Developmental Neuropsychology |
| Volume | 44 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2019 |
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ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Developmental and Educational Psychology
Cite this
Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders : Implications for Schools. / Tyler, Patrick M.; White, Stuart F; Thompson, Ronald W.; Blair, Robert James.
In: Developmental Neuropsychology, Vol. 44, No. 1, 02.01.2019, p. 17-42.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders
T2 - Implications for Schools
AU - Tyler, Patrick M.
AU - White, Stuart F
AU - Thompson, Ronald W.
AU - Blair, Robert James
PY - 2019/1/2
Y1 - 2019/1/2
N2 - A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.
AB - A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.
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U2 - 10.1080/87565641.2017.1334782
DO - 10.1080/87565641.2017.1334782
M3 - Article
C2 - 29432037
AN - SCOPUS:85041909528
VL - 44
SP - 17
EP - 42
JO - Developmental Neuropsychology
JF - Developmental Neuropsychology
SN - 8756-5641
IS - 1
ER -