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How to increase academic performance in children with oppositional defiant disorder? An implicit theory effect
D Da Fonseca1, F Cury, A Santos
1Child and Adolescent Psychiatry Unit, Sainte Marguerite Hospital, 270 Bd Sainte Marguerite, 13009 Marseille, France. david.dafonseca@ap-hm.fr
Journal of Behavior Therapy and Experimental Psychiatry
|February 23, 2010
Summary
Children with oppositional defiant disorder (ODD) showed improved cognitive performance (IQ) when taught an incremental theory, suggesting self-improvement potential can be a protective factor in academic settings.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
Background:
- Oppositional defiant disorder (ODD) is associated with academic difficulties.
- Implicit theories of intelligence influence academic achievement.
- The impact of implicit theories on children with ODD is not well understood.
Purpose of the Study:
- To investigate if the implicit theory effect benefits children with ODD and academic challenges.
- To examine the influence of an incremental theory on cognitive performance in this population.
Main Methods:
- Twenty-five male children (aged 8-11) diagnosed with ODD were recruited.
- Participants were randomly assigned to an incremental theory condition or a control group.
- Cognitive performance (IQ) was assessed before and after the intervention.
Main Results:
- Children with ODD in the incremental theory group demonstrated a significant increase in IQ scores.
- No significant cognitive improvement was observed in the control group.
- This suggests that fostering a belief in malleability enhances cognitive abilities.
Conclusions:
- An incremental theory of intelligence can improve cognitive performance in children with ODD.
- Promoting the idea of self-improvement may act as a protective factor for academic success in children with ODD.
- These findings have implications for educational interventions targeting children with behavioral and academic issues.
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