A systematic review and narrative synthesis of mental imagery tasks in people with an intellectual disability: Implications for psychological therapies

Hewitt, Olivia; Steel, Craig; Hales, Susie; Hayden, Nikita; Gundeslioglu, Hatice; Tapp, Katherine; Langdon, Peter E.

doi:10.1016/j.cpr.2022.102178

Cited by 3 publications

(3 citation statements)

References 66 publications

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“…There is little evidence that mental imagery in people with intellectual disabilities differs substantially from the general population, with a recent systematic review concluding that ‘people with intellectual disabilities have similar mental imagery to other people, although it may be less vivid or complex’. (Hewitt et al, 2021 ). This study suggests that with adaptations, the mental imagery reported by people with intellectual disabilities can be as vivid and accessible as in the general population.…”

Section: Discussionmentioning

confidence: 99%

“…However, a systematic review suggests people with intellectual disabilities experience all aspects (i.e. the generation, maintenance, inspection and transformation) of mental imagery, although may require scaffolding to report their mental imagery (Hewitt et al, 2021 ). This review identified a dearth of studies around the phenomenology of mental imagery in this population.…”

Section: Introductionmentioning

confidence: 99%

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The phenomenology of mental imagery in people with intellectual disabilities

et al. 2022

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Objectives: Mental imagery is important in the development and maintenance of psychological disorders and wellbeing but has been neglected in people with intellectual disabilities. A detailed idiographic analysis of the lived experience of mental imagery in this population is presented. Design: This qualitative study uses interpretative phenomenological analysis (IPA). It involved inclusive research methods with people with intellectual disabilities and other stakeholders (including family members, advocates, support workers and intellectual disability service managers). Methods: Ten individual semi-structured interviews were conducted with people with mild-moderate intellectual disabilities. Participants were opportunistically sampled through organisations providing community services to people with intellectual disabilities in the UK. Two men and eight women (mean age 43 years) participated. Interviews were audio-recorded and analysed using IPA. Results: People with intellectual disabilities are able to experience a range of rich and detailed mental images across all sensory modalities. Participants reported changes in affect based on mental imagery, and an ability to experience both spontaneous and deliberate mental images. The emotional saliency of the object of mental imagery appeared to influence participants' ability to engage with imagery. A number This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The phenomenology of mental imagery in people with intellectual disabilities

et al. 2022

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“…Strengthening their perceptions and images can certainly help them retain knowledge that has entered their memory so that it will be easier to recall previously embedded knowledge. It can be said that students with intellectual disabilities still have perceptual and image abilities obtained from the process of sensing the outside world (Hewit, et al, 2022) [10] . From the results of the research that has been carried out, students with mental retardation still can imagine and perceive objects, but they have difficulty retaining the object in question, therefore strengthening their images and perceptions can of course help them retain the object being studied.…”

Section: Introductionmentioning

confidence: 99%

The enhancement of reading ability of students with intellectual disability through strengthening their perceptions and images

Yeli¹,

Hartono²,

Khairi³

et al. 2023

IJMRGE

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This paper discusses the reading difficulties of intellectually disabled students by strengthening their perception and image by providing teaching materials for reading. Teaching materials are made in such a way with the assumption that the material in teaching materials has been known by students before. Teaching materials are made in such a way in the form of capital letters considering that some intellectual disability students belong to the dyslexia group. Teaching materials are made using attractive colors and good paper so that the printout attracts the attention of students. Strengthening perceptions and images is done by providing real objects in the form of interesting objects or puzzle images, and showing the direct object if the object being taught is found directly around the class. Finally, students are asked to take a capital letter puzzle that matches the object being taught This research is experimental research by first making a product to be experimented on. The result shows improvement in the reading ability of students, although problems of implementation are still found because their learning cultures are different. After the experimentation process, the teaching materials were perfected according to the input found by the teacher in the field, Teaching materials are added to the existing lowercase and capital letters and given a separator between letters because students are used to being taught using letter by letter. The conclusion from this experiment is that strengthening perceptions and images of a student with an intellectual disability can improve their reading ability.

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‘Flashforward’ mental imagery in adolescents: exploring developmental differences and associations with mental health

Lau-Zhu,

Stacey,

Gibson

et al. 2024

Behav. Cogn. Psychother.

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Background: Future events can spring to mind unbidden in the form of involuntary mental images also known as ‘flashforwards’, which are deemed important for understanding and treating emotional distress. However, there has been little exploration of this form of imagery in youth, and even less so in those with high psychopathology vulnerabilities (e.g. due to developmental differences associated with neurodiversity or maltreatment). Aims: We aimed to test whether flashforwards are heightened (e.g. more frequent and emotional) in autistic and maltreatment-exposed adolescents relative to typically developing adolescents. We also explored their associations with anxiety/depression symptoms. Method: A survey including measures of flashforward imagery and mental health was completed by a group of adolescents (n=87) aged 10–16 (and one of their caregivers) who met one of the following criteria: (i) had a diagnosis of autism spectrum disorder; (ii) a history of maltreatment; or (ii) no autism/maltreatment. Results: Flashforwards (i) were often of positive events and related to career, education and/or learning; with phenomenological properties (e.g. frequency and emotionality) that were (ii) not significantly different between groups; but nevertheless (iii) associated with symptoms of anxiety across groups (particularly for imagery emotionality), even after accounting for general trait (non-future) imagery vividness. Conclusions: As a modifiable cognitive risk factor, flashforward imagery warrants further consideration for understanding and improving mental health in young people. This implication may extend to range of developmental backgrounds, including autism and maltreatment.

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A systematic review and narrative synthesis of mental imagery tasks in people with an intellectual disability: Implications for psychological therapies

Cited by 3 publications

References 66 publications

The phenomenology of mental imagery in people with intellectual disabilities

The phenomenology of mental imagery in people with intellectual disabilities

The enhancement of reading ability of students with intellectual disability through strengthening their perceptions and images

‘Flashforward’ mental imagery in adolescents: exploring developmental differences and associations with mental health

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