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Frederickson N, Jones AP, Warren L, et al. Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?. Emot Behav Diffic. 2013;18(2):135-154doi: 10.1080/13632752.2012.757097.
Frederickson, N., Jones, A. P., Warren, L., Deakes, T., & Allen, G. (2013). Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?. Emotional and behavioural difficulties : the journal of the Association of Workers for Children with Emotional and Behavioural Difficulties, 18(2), 135-154. https://doi.org/10.1080/13632752.2012.757097
Frederickson, Norah, et al. "Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?." Emotional and behavioural difficulties : the journal of the Association of Workers for Children with Emotional and Behavioural Difficulties vol. 18,2 (2013): 135-154. doi: https://doi.org/10.1080/13632752.2012.757097
Frederickson N, Jones AP, Warren L, Deakes T, Allen G. Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?. Emot Behav Diffic. 2013 Jun;18(2):135-154. doi: 10.1080/13632752.2012.757097. Epub 2013 Jan 17. PMID: 26635493; PMCID: PMC4643858.
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Emot Behav Diffic. 2013 Jun;18(2):135-154. doi: 10.1080/13632752.2012.757097. Epub 2013 Jan 17.

Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?.

Emotional and behavioural difficulties : the journal of the Association of Workers for Children with Emotional and Behavioural Difficulties

Norah Frederickson, Alice P Jones, Laura Warren, Tara Deakes, Geoff Allen

Affiliations

  1. Department of Clinical, Educational and Health Psychology, UCL, London, UK.
  2. Department of Psychology, Goldsmiths, University of London, London, UK.
  3. Educational Psychologist.
  4. Head of Specialist Provision.
  5. Headteacher.

PMID: 26635493 PMCID: PMC4643858 DOI: 10.1080/13632752.2012.757097

Abstract

An initial evaluation of the utility of designing an intervention to address neuroscience-based subtyping of children who have conduct problems was undertaken in this pilot study. Drawing on the literature on callous-unemotional traits, a novel intervention programme, 'Let's Get Smart', was implemented in a school for children with social emotional and behavioural difficulties. A mixed-methods design was used to investigate the perspectives of staff participant-observers in the change process, alongside standardised scores on measures of pupil performance and behaviour. Both qualitative and quantitative results showed reductions in externalising behaviour and improvements in measures of hypothesised underlying cognitive and affective processes. While externalising behaviour improved across subtypes, associated changes in underlying processes differed by subtype, supporting the potential value of neuroscience-informed contributions to intervention planning.

Keywords: SEBD; callous-unemotional traits; evaluation; intervention; neuroscience

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