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Child / Adolescent - Externalizing

Neurocognitive Predictors of Coping Power Intervention Outcomes among Minoritized Youth

(PS6-20) Neurocognitive Predictors of Coping Power Intervention Outcomes Among Minoritized Youth

Friday, November 15, 2024
4:00 PM – 5:00 PM EST
Location: Franklin Hall, Level 4, Marriott Downtown
Abstract Text: Youth residing in low-income, urban communities are at increased risk for conduct problems due to psychosocial and physical stressors, and disproportionately likely to hold minoritized racial and ethnic identities. Additionally, because of historical, social, and structural factors that contribute to health disparities, these youth are less likely to have access to and receive evidence-based mental health interventions. Thus, we consulted with key stakeholders and used a community-based participatory research approach to adapt the Coping Power Program (CPP), a school-based preventive intervention that supports youth in developing skills for goal setting, anger management, perspective taking, and problem solving. Prior to the administration of CPP, we assessed variables that were either (a) expected to change during CPP and/or (b) could facilitate successful outcomes in a cognitive-behavioral intervention (e.g., IQ, verbal working memory (VWM), emotion expression recognition (EER)). Participants were 80 fourth-grade students (Mage = 9.88 + .51 years; 56.3% female, 43.7% male; 98% Black; 100% eligible for free lunch). Teachers reported on children’s conduct problems and peer processes prior to (Time 1, T1) and after (Time 2, T2) CPP. Also at T1, children completed two computer-based tasks, one assessing the accuracy of emotion identification using a series of morphed, facial expressions (EER) and one involving rapid identification of shapes presented between negative, positive, or neutral distractor images (Emotional Interrupt, EI); a list-learning VWM task (California Verbal Learning Test); and WASI to assess IQ. We examined whether performance on these tasks would predict T2 oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms, peer victimization, or prosocial behavior. Multiple regression analyses included sex assigned at birth, age, IQ, EI, long-term VWM, EER, and the T1 level of each outcome as predictors. After controlling for T1 levels, post-intervention ODD symptoms were predicted by lower IQ (β = -.16) and better recognition of fearful and sad expressions (βs = .27, .18). T2 CD symptoms were predicted by more interference from negative images on the EI (β = -.33) and better recognition of fearful expressions, but lower recognition of angry and sad expressions (βs = .24, -.23, -.23). T2 peer victimization was predicted by lower IQ (β = -.25). Last, T2 prosocial behavior was predicted by more interference from negative images on the EI task (β = -.17), lower performance on recognition of happy expressions on the EER task (β = -.35), and better long-term VWM (β = .33). These results suggest that VWM may facilitate youth engagement in the CPP and increased prosocial behavior. Lower IQ was associated with T2 ODD symptoms and peer victimization, and differential associations were found based on type of emotion expression. These factors can be targeted during interventions, as well as used to identify youth who may benefit from school-based preventive interventions, such as CPP. Findings can also inform intervention adaptations, particularly among minoritized youth, who experience contextual stressors and health disparities to improve their psychosocial functioning.