Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools.
Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools.
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DOI：
10.1080/87565641.2017.1334782
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发表时间：
2019-01
影响因子：
1.5
通讯作者：
Blair RJR
中科院分区：
文献类型：
--
作者：
Tyler PM;White SF;Thompson RW;Blair RJR
认知神经科学的观点试图从神经过程支撑的认知过程功能障碍的角度来理解行为，在这种情况下是破坏性行为障碍(DBD)。虽然这种方法对临床心理健康实践有明显的影响，但它也对基于学校的评估和对有破坏性行为和攻击性的儿童和青少年的干预有影响。本综述通过讨论与情绪移情、威胁敏感、基于强化的决策和反应抑制相关的神经认知功能障碍，阐明了DBD的认知神经科学解释。讨论了对当前和未来基于课堂的评估和干预的潜在影响，这些评估和干预针对有这些缺陷的学生。
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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影响因子：
34.7
作者：
Blair, R. James R.
通讯作者：
Blair, R. James R.
影响因子：
10.6
作者：
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通讯作者：
Aron, Adam R.
影响因子：
5.7
作者：
Budhani, S.;Marsh, A. A.;Blair, R. J. R.
通讯作者：
Blair, R. J. R.
影响因子：
5.2
作者：
Banaschewski, Tobias;Buitelaar, Jan;Wong, Ian C. K.
通讯作者：
Wong, Ian C. K.
影响因子：
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作者：
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通讯作者：
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