title: How to increase academic performance in children with oppositional defiant disorder? An implicit theory effect.
abstract: The aim of the present study was to determine whether the implicit theory effect extends to children with oppositional defiant disorder (ODD), with academic difficulties. Twenty-five male children, aged 8-11 years with ODD were randomly assigned to one of two experimental conditions (Incremental Theory highlighting the possibility of self-improvement vs. control). An increase of cognitive performance (IQ) was found for children with ODD in the incremental condition, but not in the control condition. This cognitive improvement could be viewed as a protective factor for children and adolescents with ODD on academic setting.
authors.affiliation: Child and Adolescent Psychiatry Unit, Sainte Marguerite Hospital, 270 Bd Sainte Marguerite, 13009 Marseille, France. david.dafonseca@ap-hm.fr
authors.forename: D
authors.initials: D
authors.lastname: Da Fonseca
authors.forename: F
authors.initials: F
authors.lastname: Cury
authors.forename: A
authors.initials: A
authors.lastname: Santos
authors.forename: P
authors.initials: P
authors.lastname: Sarrazin
authors.forename: F
authors.initials: F
authors.lastname: Poinso
authors.forename: C
authors.initials: C
authors.lastname: Deruelle
mesh_terms: D019958:Attention Deficit and Disruptive Behavior Disorders / Q000523:psychology* / Q000628:therapy*; D002648:Child; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D004522:Educational Status; D006801:Humans; D007361:Intelligence Tests; D008297:Male; D011582:Psychological Theory; D011597:Psychomotor Performance