Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment

Schmidt NB, Vereenooghe L (2021)
Behaviour research and therapy 146: 103949.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Schmidt, Nora B; Vereenooghe, LeenUniBi
Abstract / Bemerkung
The tendency to make hostile attributions in ambiguous social situations has been associated with aggression and may be targeted through cognitive bias modification for interpretations (CBM-I). Despite their high prevalence of aggression and internalising problems, children and young people withneurodevelopmental disorders (NDD) or special educational needs (SEN) are markedly absent from CBM-I studies. This pilot study investigates whether online CBM-I can reduce hostile attributions and reactive aggression in inclusive school pupils. In Study 1, 71 pupils (mean age = 12.2, SD = 1.5; 25.4% presented with NDD or SEN) were randomly allocated to complete three sessions of either CBM-I (n = 37) or active control training (n = 34). CBM-I involved interpreting ambiguous scenarios or faces in a non-hostile manner, whereas the control training involved attention and memory exercises without resolving ambiguity. Between-group comparison showed CBM-I to reduce both hostile attributions and reactive aggression. In Study 2, follow-up focus groups with 23 pupils demonstrated the acceptability of training content and delivery. Together, these findings show online CBM-I to be acceptable and effective at reducing both hostile attributions and reactive aggression in an inclusive setting. The possibility of intervention effects on behavioural outcomes and potential confounding variables require further investigation. Copyright © 2021 Elsevier Ltd. All rights reserved.
Erscheinungsjahr
2021
Zeitschriftentitel
Behaviour research and therapy
Band
146
Art.-Nr.
103949
ISSN
1873-622X
Page URI
https://pub.uni-bielefeld.de/record/2957892

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Schmidt NB, Vereenooghe L. Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behaviour research and therapy. 2021;146: 103949.
Schmidt, N. B., & Vereenooghe, L. (2021). Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behaviour research and therapy, 146, 103949. https://doi.org/10.1016/j.brat.2021.103949
Schmidt, N. B., and Vereenooghe, L. (2021). Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behaviour research and therapy 146:103949.
Schmidt, N.B., & Vereenooghe, L., 2021. Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behaviour research and therapy, 146: 103949.
N.B. Schmidt and L. Vereenooghe, “Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment”, Behaviour research and therapy, vol. 146, 2021, : 103949.
Schmidt, N.B., Vereenooghe, L.: Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behaviour research and therapy. 146, : 103949 (2021).
Schmidt, Nora B, and Vereenooghe, Leen. “Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment”. Behaviour research and therapy 146 (2021): 103949.

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