Serious Games for Executive Functions Training for Adults with Intellectual Disability: Overview.

(1) Background: Throughout the history of medical and psychology practice, specialists have worked to improve the quality of treatment and rehabilitation, which has led to the emergence of concepts such as serious games. These tools focus on different areas of intervention procedures, one of which is to help people with intellectual disability (ID). Individuals with ID have problems with executive functions (EFs), which are related to adaptive functioning. Recent studies showed that serious games positively impact cognitive, social, and communication skills in people with ID. The purpose of this study is to analyze the solutions that have been found in EF training for adults with ID in recent years, evaluating them with a number of key parameters and identifying the features and possible problems in the further development of our system. (2) Methods: A review was conducted starting with 573 articles in English related to serious games and selected from studies that had been published since 2015. Finally, 10 were examined in detail as they focused on EFs in adults with ID. They were searched in seven major databases ("Association for Computing Machinery" (ACM), IEEE Xplore database, DBLP computer science bibliography, Google Scholar, PubMed, SCOPUS, and PsycInfo). (3) Results: It was determined that the most frequent EFs referred to in the studies analyzed were planning and decision-making, followed by working memory and social cognition, behavioral regulation, flexibility, and inhibition capacity. The basic approach to the creation of support systems was also analyzed in terms of technical and program execution. The trend results' analysis evidenced improvements in EFs, even though they were not significant. This comprehensive technique enabled the identification of the main features and aspects to be taken into account for further development of our system.

Executive Functioning in Adults with Down Syndrome: Machine-Learning-Based Prediction of Inhibitory Capacity.

The study of executive function decline in adults with Down syndrome (DS) is important, because it supports independent functioning in real-world settings. Inhibitory control is posited to be essential for self-regulation and adaptation to daily life activities. However, cognitive domains that most predict the capacity for inhibition in adults with DS have not been identified. The aim of this study was to identify cognitive domains that predict the capacity for inhibition, using novel data-driven techniques in a sample of adults with DS (n = 188; 49.47% men; 33.6 ± 8.8 years old), with low and moderate levels of intellectual disability. Neuropsychological tests, including assessment of memory, attention, language, executive functions, and praxis, were submitted to Random Forest, support vector machine, and logistic regression algorithms for the purpose of predicting inhibition capacity, assessed with the Cats-and-Dogs test. Convergent results from the three algorithms show that the best predictors for inhibition capacity were constructive praxis, verbal memory, immediate memory, planning, and written verbal comprehension. These results suggest the minimum set of neuropsychological assessments and potential intervention targets for individuals with DS and ID, which may optimize potential for independent living.

Relación entre el maltrato infantil y las habilidades de regulación emocional en adolescentes: una revisión sistemática / Relationship between child maltreatment and emotional regulation skills in adolescents: a systematic review

Las habilidades de regulación emocional constituyen un factor transdiagnóstico de psicopatologías y pueden verse especialmente afectadas en individuos con historia de maltrato, y la adolescencia es una etapa crítica para su desarrollo y prevención. Sin embargo, la heterogeneidad conceptual y metodológica en la evaluación de las habilidades de regulación emocional y las formas de maltrato dificultan comprender su relación. La presente revisión analizó la relación entre el maltrato infantil y las habilidades de regulación emocional de los adolescentes entre 12 y 18 años a través de los estudios que la exploraron, incidiendo en la relación diferencial entre las distintas tipologías de maltrato (maltrato físico, abuso sexual, maltrato emocional y negligencia) y las habilidades de regulación emocional (regulación o disregulación emocional e inteligencia emocional), así como en el papel que estas últimas ejercen sobre las problemáticas asociadas al maltrato. Se realizaron búsquedas en PsycINFO, MedLine y PsicoDoc. De los 191 estudios encontrados, 28 cumplieron los criterios de inclusión. Se hallaron relaciones significativas y consistentes entre las medidas globales de maltrato y de disregulación emocional. Sin embargo, cuando se analizan tipos de maltrato o estrategias específicas, los resultados son dispares. Asimismo, las habilidades de regulación emocional influyen en la aparición de problemáticas asociadas al maltrato, siendo la sintomatología internalizada y las autolesiones las más exploradas. La heterogeneidad conceptual y metodológica de los estudios revisados dificultó la extracción de conclusiones sólidas respecto a las tendencias identificadas, por lo que se debe continuar explorando en esta relación

Emotion regulation skills are a robust transdiagnostic factor of psychopathologies and can be especially affected in individuals with a history of maltreatment, and adolescence is a critical period for their development and prevention. However, conceptual and methodological heterogeneity in evaluating emotion regulation skills and different forms of maltreatment make it difficult to understand their relationship. This review delved into the relationship between childhood maltreatment and the emotional skills of adolescents between 12 and 18 years of age through the studies that examining it, focusing on unique relationships between the different types of maltreatment (physical abuse, sexual abuse, emotional abuse and neglect) and emotion regulation skills (emotion regulation or dysregulation and emotional intelligence), as well as the role of the latter on maltreatment-related outcomes. Searches were carried out in the PsycINFO, MedLine and PsicoDoc databases. Of the 191 studies found, 28 met the inclusion criteria. The studies reviewed re-vealed significant and consistent relationships between global measures of child maltreatment and emotion dysregulation in adolescents. However, when specific types of maltreatment or strategies were analyzed, results are disparate. Moreover, emotion regulation skills influence the appearance of problems associated with maltreatment, with internalized symptoms and self-harm being the most explored. The conceptual and methodological heterogeneity of the studies reviewed made it difficult to draw robust conclusions regarding the trends identified, hence the need to continue to explore this relationship

Effectiveness of emotional intelligence therapy on suicide risk among adolescents in residential care

This study aimed to apply Emotional Intelligence Therapy (EIT) in a sample of adolescents in residential care and to examine its impact on three outcomes: suicide risk, perceived emotional intelligence (PEI), and basic psychological needs (BPN). Treatment consisted of 16 group sessions held on a weekly basis to develop the emotional skills of perception, facilitation of thinking, understanding and management. A clinical trial of repeated measures was conducted in which the study variables were evaluated at three time points: between three and four months prior to treatment, pre-treatment and post-treatment. Of the initial 65 participants, only 19 (73.68% were boys; Mage= 13.74) completed the three evaluations. The results showed a significant decrease in suicide risk after EIT, especially regarding levels of hopelessness and suicidal ideation. Participants also improved their perception of emotional clarity and of competence. No significant changes were noted in any of the variables when on the waiting list. EIT could be a good tool to prevent the emergence of factors that entail suicide risk among adolescents in residential care

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Riesgo de suicidio, inteligencia emocional y necesidades psicológicas básicas en adolescentes tutelados en centros residenciales / Suicide risk, emotional intelligence and basic psychological needs in adolescents in residential care

Durante décadas la literatura ha evidenciado las múltiples repercusiones psicológicas y emocionales que conlleva el maltrato en la infancia. El presente estudio tiene como objetivo describir y analizar la relación entre el riesgo de suicidio, la inteligencia emocional percibida (IEP) y las necesidades psicológicas básicas (NPB) de los adolescentes tutelados en centros. La muestra se compuso por 61 adolescentes tutelados (el 50.82% eran varones) de entre 12 y 17 años (M = 14.61; DT = 1.61) acogidos en centros residenciales de la provincia de Barcelona. Se administró una batería de cuestionarios que incluía datos demográficos y escalas de inteligencia emocional, riesgo de suicidio y grado de satisfacción de las necesidades psicológicas básicas. Veintiséis adolescentes (42.6%) presentaron altos niveles de riesgo suicida. Se objetivaron correlaciones significativas entre el riesgo de suicidio, la inteligencia emocional percibida (Atención, Claridad y Reparación) y las necesidades psicológicas básicas (Autonomía, Competencia y Relación). Su principal necesidad psicológica fue la de Competencia que, al mismo tiempo, demostró ser la que mantiene una relación inversa más estrecha con el suicidio. Los adolescentes tutelados en centros residenciales presentan indicadores de riesgo de suicidio que deben ser abordados, entre los que destaca una marcada dificultad para afrontar las emociones. La inteligencia emocional podría ser un factor protector ante el riesgo de suicidio en este colectivo

For decades the literature has demonstrated multiple psychological and emotional implications resulting from maltreatment in childhood. The present study aims to describe and analyze the relationship between suicide risk, perceived emotional intelligence (PEI) and the basic psychological needs (BPN) of adolescents in residential care. The sample was consisted of 61 adolescents (50.82% were boys) aged between 12 and 17 years (M = 14.61; DT = 1.61) living in residential care centers in the province of Barcelona. A series of questionnaires was administered that included demographic data and PEI, suicide risk and BPN's satisfaction scales. Twenty-six adolescents (42.6%) reported high levels of suicide risk. Significant correlations were found between suicide risk, PEI (Attention, Clarity and Repair) and BPN (Autonomy, Competence and Relatedness). Competence was their main psychological need, which proved to be the one with the closest inverse relationship with suicide risk. Adolescents in residential care present suicide risk indicators that must be addressed, notably their marked difficulty in dealing with emotions. Emotional intelligence may be a protective factor against suicide risk in this group