Modification of hostile attribution bias reduces self-reported reactive aggressive behavior in adolescents.

Aggressive individuals more readily interpret others' motives and intentions in ambiguous situations as hostile. This hostile attribution bias has been argued to be causally involved in the development and maintenance of aggression, making it a target for interventions. In our current study, adolescents selected for high levels of aggression (N = 39) were assigned to either a test-retest control group or a five-session hostile attribution bias modification training, in which they were trained to make more benign interpretations of ambiguously provocative social situations.

Differences between self- and peer-rated likability in relation to social anxiety and depression in adolescents with mild intellectual disabilities.

Background: Social anxiety and depressive symptoms are relatively common in adolescents with Mild to Borderline Intellectual Disabilities (MBID). Unfortunately, there are only a few studies that focus on examining processes underlying social anxiety and depression in these adolescents.

Aims: The aim was to examine the differences between self- and peer-rated likability in relation to social anxiety and depression in the classroom environment.

The relation between social anxiety and biased interpretations in adolescents with mild intellectual disabilities.

Background: Cognitive theories of anxiety emphasize the importance of cognitive processes in the onset and maintenance of anxiety disorders. However, little is known about these processes in children and adolescents with Mild Intellectual Disabilities (MID).

Aims: The aim of this study was to investigate interpretation bias and its content-specificity in adolescents with MID who varied in their levels of social anxiety.

Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study.

Background: There is a long-held view that verbal short-term memory problems of individuals with intellectual disabilities (ID) might be due to a deficit in verbal rehearsal. However, the evidence is inconclusive and word length effects as indicator of rehearsal have been criticised.

Aim & Method: The aim of this multi-site European study was to investigate verbal rehearsal in adolescents with mild ID (n=90) and a comparison group of typically developing children matched individually for mental age (MA, n=90).

Treatment moderators of cognitive behavior therapy to reduce aggressive behavior: a meta-analysis.

Maladaptive aggression in adolescents is an increasing public health concern. Cognitive Behavior Therapy (CBT) is one of the most common and promising treatments of aggression. However, there is a lack of information on predictors of treatment response regarding CBT.

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training.

The effectiveness of Korean number naming on insight into numbers in Dutch students with mild intellectual disabilities.

Background: Children from Asian countries score higher on early years' arithmetic tests than children from Europe or the United States of America. An explanation for these differences may be the way numbers are named. A clear ten-structure like in the Korean language method leads to a better insight into numbers and arithmetic skills.

The effectiveness of Korean number naming on insight into numbers in Dutch students with mild intellectual disabilities.

Children from Asian countries score higher on early years' arithmetic tests than children from Europe or the United States of America. An explanation for these differences may be the way numbers are named. A clear ten-structure like in the Korean language method leads to a better insight into numbers and arithmetic skills.

Working memory structure in 10- and 15-year old children with mild to borderline intellectual, disabilities.

The validity of Baddeley's working memory model within the typically developing population, was tested. However, it is not clear if this model also holds in children and adolescents with mild to, borderline intellectual disabilities (ID; IQ score 55-85). The main purpose of this study was therefore, to explore the model's validity in this population.

Memory profiles in children with mild intellectual disabilities: strengths and weaknesses.

Strengths and weaknesses in short-term memory (STM) and working memory (WM) were identified in children with mild intellectual disabilities (MID) by comparing their performance to typically developing children matched on chronological age (CA children) and to younger typically developing children with similar mental capacities (MA children). Children with MID performed less well on all measures compared to the CA children. Relative to the MA children, especially verbal WM was weak.