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Volume 9
Journal of Neurology and Neuroscience
ISSN: 2171-6625
Page 58
JOINT EVENT
July 23-24, 2018 Birmingham, UK
&
24
th
International Conference on
Neuroscience and Neurochemistry
26
th
Edition of International Conference on
Clinical Psychology and Neuroscience
Neurocognitive intervention targeting components of theory of mind in school-age children with
behavioral disorders
Alfredis González Hernández
1
, Jasmin Bonilla Santos
2
, Ángela Magnolia Ríos Gallardo
1
and
Gisela Bonilla Santos
1
1
Universidad Surcolombiana, Colombia
2
Universidad Cooperativa de Colombia, Colombia
Introduction & Aim:
The understanding of human social functioning is an element of importance for intrapersonal and
interpersonal development. In this sense, neuroscience proposed the understanding of human beings from the concept of
social cognition, understood as set of abilities that allow humans to identify and carry out readings of social signs with the
aim to adapt and respond coherently to the context. One of its main components is the theory of mind (ToM), which plays
fundamental role in analysis of emotional expression through eyes, nonverbal information processing, understanding the
metaphorical language and intention attribution, that in turn influences the inference of thoughts, feelings, beliefs, intentions
and desires, thus affecting decision making. Currently, there is no clarity about ToM in children and teenage school children
with disorders of conduct. Therefore, the present study was proposed to deepen characterization in the dimensionality of these
alterations and to assess the potential susceptibility to cognitive-social intervention.
Method:
It was a quasi-experimental study, pretest-posttest. Study sample was confirmed by 120 school children (35 girls and
85 boys) from 7 to 11 years, students of public schools in Neiva city distributed in three groups: group control, group with
diagnosis of TDC and group with ADHS diagnosis.
Findings:
Evaluation of posttest to compare the performance of the experimental groups after training with neurocognitive
intervention program, revealed significant differences in the tasks used to assess ToM, which suggests effectiveness of the
program in socio-cognitive skills implemented.
alfredis.gonzalez@usco.edu.coJ Neurol Neurosci 2018, Volume 9
DOI: 10.21767/2171-6625-C2-012