Social Information Processing Biases among Low-IQ Adolescents (1 CE)

Number of Credits: 1

This course is for: Clinical Psychologists, Counselors, and Marriage & Family Therapists

Course By: Ken Springer, PhD

Content By:  Van Rest, M. M., Van Nieuwenhuijzen, M., Kupersmidt, J. B., Vriens, A., Schuengel, C., & Matthys, W. (2020). Accidental and ambiguous situations reveal specific social information processing biases and deficits in adolescents with low intellectual level and clinical levels of externalizing behavior.  Journal of Abnormal Child Psychology, (48), 1411-1424.

https://doi.org/10.1007/s10802-020-00676-x

Course Description: Children with diminished intellectual functioning have a heightened risk of aggression and other externalizing behaviors. According to the Social Information Processing (SIP) model, these children either fail to notice or misinterpret social cues, causing them to perceive hostile intent both in ambiguous situations and in situations where others accidentally rather than intentionally create problems. The present study explored these processes in 13- to 17-year-olds with low, borderline, or average IQ scores. Based on responses to videotaped scenarios, the researchers found that the low-IQ (LIQ) group was more likely than the other groups to attribute hostile intent in ambiguous and accidental situations. The LIQ  group was also more likely to attribute purposeful intent, particularly in accidental situations. These and other findings suggest that cognitive behavior therapy and other approaches that target social cognition should help adolescents with low IQ better understand ambiguous and accidental situations.

Learning Objectives:

1. Describe the SIP model and how this model informs the design of the study
2. Describe the main findings of the study with respect to how low-IQ adolescents interpret ambiguous and accidental situations
3. Integrate the strengths and limitations of the study, and summarize the clinical implications for supporting adolescents with diminished intellectual functioning

Course Outline:

• Read and understand Accidental and ambiguous situations reveal specific social information processing biases and deficits in adolescents with low intellectual level and clinical levels of externalizing behavior
• Review the Course Description and Learning Objectives
• Analyze how the SIP model informed the design of this study
• Understand the video-based methods used to assess social information processing in hostile, ambiguous, and accidental situations
• Summarize the main differences between the LIQ group and the other two groups in their interpretations of ambiguous and accidental situations
• Integrate the study's key findings, strengths, limitations, and clinical implications
• Work through the post-test questions, using the article as the sole basis for your answers
• Revisit the article for any missed questions and/or to better understand how low-IQ adolescents interpret ambiguous and accidental situations

Approvals: