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2017-05-22 - Colloque/Article dans les actes avec comité de lecture - Anglais - 1 page(s)

Wauthia Erika , Picone Alyssa, Rossignol Mandy , "Neural changes in responses to an home-based attention training in children with social phobia." in 12th National Congress of the Belgian Society for Neuroscience., Ghent, Ughent, Belgique, 2017

  • Codes CREF : Psychopathologie (DI3513), Neurosciences cognitives (DI4296), Sciences cognitives (DI4290), Psychologie cognitive (DI4211)
  • Unités de recherche UMONS : Psychologie cognitive et Neuropsychologie (P325)
  • Instituts UMONS : Institut de recherche en sciences et technologies du langage (Langage), Institut des Sciences et Technologies de la Santé (Santé)
  • Centres UMONS : Mind & Health (CREMH)

Abstract(s) :

(Anglais) 22/05/2017 – Belgian Society for Neuroscience (UGhent) Wauthia E, Picone A and Rossignol M (2017). Neural changes in responses to an home-based attention training in children with social phobia. Front. Neurosci. Conference Abstract: 12th National Congress of the Belgian Society for Neuroscience. doi: 10.3389/conf.fnins.2017.94.00111 Attentional biases (AB) towards threatening faces are a major feature of social anxiety disorder. At a neural level, AB have been indexed by enhanced amplitudes of P1, reflecting increased perceptual processing, and P2, indicating difficulties to remove attention from threatening information. According to Eysenck et al.’s theory (2007), AB would be due to an attention control deficit whose retraining has shown promising results in adults. The aims of this study were to evaluate the efficacy of a home-based attentional training on AB in children with clinical social phobia and to index the neural changes induced by this procedure. After a first evaluation of AB, fifteen 8 to 12 year-old socially anxious children (mean age = 10.12; SD = .76) completed 10 sessions of attentional retraining after what they completed another evaluation of AB. AB were assessed by a visual dot-probe task in which children had to detect neutral targets cued by neutral or disgusted faces. During retraining sessions, the targets systematically followed the neutral face in order to train children to engage their attention towards savety cues. Children also had to complete the State-Trait Inventory for Children (Spielberger, 1973), the Social Phobia and Anxiety Inventory for Children (Beidel et al., 1995) and the Brief Fear of Negative Evaluation (Leary et al., 1983) before and after the training. Behavioral and neurophysiological results will be fully developped. We will discuss the implication of our findings and consider the applicability of the attentional control theory in the framework of pediatric AD. Finally, we will examine whether specific ERP components can be considered as endophenotypes of anxious disorders and biological markers for treatment’s efficacy.