Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Abstract

Background and objective: Externalizing behavior problems are a major cause of consultation in preschoolers but interventions available at this young age are scarce. Recently, researchers developed inhibition training and showed a significant improvement of executive function capacities in typically developing preschoolers and also a positive impact on externalizing behavior problems. In this research, we wanted to replicate this study in a clinical population. Methodology: Thirty-four preschoolers presenting a high level of externalizing behavior problems took part in an assessment of executive function capacities and behavior, before and after a 8 week period during which half of the children received an inhibition training also involving metacognition (two 45-min sessions per week) while the others (matched on gender and age) were put on a waiting-list. Results and conclusion: Globally, the intervention lead to significant externalizing behavior problems improvement observed both on parental ratings and in an observational paradigm. As regards inhibition capacities, children who started the intervention with a lower level of inhibition benefitted the most from the intervention. Although increase in executive functions was mainly observed in typically developing children, larger behavioral improvements were observed in the externalizing behavior problems population.