How to support peer resistance in adolescents with mild-to-borderline intellectual disability? Intervention development and feasibility.

Background: Adolescents with mild-to-borderline intellectual disability face peer resistance challenges, risking harmful or dangerous situations.

Method: We designed a peer resistance group intervention at school for adolescents with mild-to-borderline intellectual disability, tested its feasibility (N = 4, M  = 14.1, M  = 78.

Prosocial behavior in students with intellectual disabilities: Individual level predictors and the role of the classroom peer context.

Prosocial behavior at school, such as helping and sharing, contributes to positive individual development, peer relations, and classroom climate. Students with intellectual disabilities (ID) may have difficulty to demonstrate prosocial behavior, but little is known about the levels of prosocial behavior and its predictors in this population. This study aims to describe the prosocial behavior of students with ID attending special needs schools and related individual (i.

Susceptibility to peer influence in adolescents with mild-to-borderline intellectual disability: Investigating links with inhibition, Theory of Mind and negative interpretation bias.

Background: This preregistered study compares adolescents with mild-to-borderline intellectual disability (MBID) and typically developing (TD) adolescents on their susceptibility to peer influence. To understand why adolescents with MBID are susceptible to peer influence, links with inhibition, Theory of Mind (ToM) and negative interpretation bias are investigated.

Method: We assessed 163 adolescents (111 MBID, 52 TD 14-19 years; 63% boys) using experimental tasks and self- and/or teacher-reports.

Susceptibility to peer influence on prosocial behavior in adolescents with Mild Intellectual Disability or Borderline Intellectual Functioning.

Background: Adolescents with Mild Intellectual Disability (MID) or Borderline Intellectual Functioning (BIF) are highly susceptible to negative peer influence. However, research in typically developing adolescents shows that peers can also promote prosocial behavior, which is an opportunity for positive development.

Aims: The current study aimed to investigate the effect of peer influence on prosocial behavior in adolescents with MID or BIF.

When Do those "Risk-Taking Adolescents" Take Risks? The Combined Effects of Risk Encouragement by Peers, Mild-to-Borderline Intellectual Disability and Sex.

Adolescents with mild to borderline intellectual disability (MBID) show more daily life risk taking than typically developing adolescents. To obtain insight in when these "risk-taking adolescents" especially take risks, we investigated main and interaction effects of (a) MBID, (b) sex, and (c) type of peer influence on risk taking. The Balloon Analogue Risk Task (BART) was used as a proxy of real-life risk taking.

A meta-analytical evaluation of the dual-hormone hypothesis: Does cortisol moderate the relationship between testosterone and status, dominance, risk taking, aggression, and psychopathy?

According to the dual-hormone hypothesis, the relationship between testosterone and status-relevant behavior is moderated by cortisol, suggesting this relationship only exists when cortisol is low. In the current study, a meta-analysis (including 30 papers with 33 studies, 49 effect sizes, n = 8538) on the interaction effect of testosterone and cortisol on status-relevant behavior (i.e.

Peer-Influence on Risk-Taking in Male Adolescents with Mild to Borderline Intellectual Disabilities and/or Behavior Disorders.

This study aimed to disentangle the effects of Mild-to-Borderline Intellectual Disability (MBID) and Behavior Disorders (BD)on risk taking in circumstances where peer influence was absent or present. We studied 319 adolescents in four groups: MBID-only, MBID+BD, BD-only, and typically developing controls. The Balloon Analogue Risk-Task (BART), in a solo or peer condition, was used as a proxy of real-life risk-taking.