Developmental Delays in Socio-Emotional Brain Functions in Persons with an Intellectual Disability: Impact on Treatment and Support

Abstract

Intellectual disability is a neurodevelopmental disorder with a related co-occurrence of mental health issues and challenging behaviors. In addition to purely cognitive functions, socio-emotional competencies may also be affected. In this paper, the lens of developmental social neuroscience is used to better understand the origins of mental disorders and challenging behaviors in people with an intellectual disability. The current concept of intelligence is broadened by socio-emotional brain functions. The emergence of these socio-emotional brain functions is linked to the formation of the respective neuronal networks located within the different parts of the limbic system. Thus, high order networks build on circuits that process more basic information. The socio-emotional skills can be assessed and complement the results of a standardized IQ-test. Disturbances of the brain cytoarchitecture and function that occur at a certain developmental period may increase the susceptibility to certain mental disorders. Insights into the current mental and socio-emotional functioning of a person may support clinicians in the calibration of treatment and support. Acknowledging the trajectories of the socio-emotional brain development may result in a more comprehensive understanding of behaviors and mental health in people with developmental delays and thus underpin supports for promotion of good mental health in this highly vulnerable population.

Brief report comparing the Scale of Emotional Development – Short (SED‐S) with other scales for emotional development

“…Therefore, assessing the level of emotional functioning is a key element in clinical practice or for research purposes, especially in case of a mental disorder or problem behaviour (Sappok et al . 2022).…”

“…Assessment of the level of ED may support professionals working in the field of ID to gain a better understanding of the emotional needs of their clients or patients and how to offer them support that is adapted to the clients' ED level (Sappok et al . 2022). The strategies may differ, depending on the priority needs of the persons: a person functioning on the reference age of 0–6 months mainly has physical and mental needs for well‐being, while in the phase of socialisation (7–18 months), attachment to significant others and security becomes key.…”

“…In addition to cognitive impairments, intellectual disability (ID) is frequently associated with delays in emotional development (ED), which may lead to behaviours that challenge or even mental health problems (Sappok et al 2014). Therefore, assessing the level of emotional functioning is a key element in clinical practice or for research purposes, especially in case of a mental disorder or problem behaviour (Sappok et al 2022).…”

Parental mentalising among mothers with intellectual disability or ADHD: Links with experiences of abuse, neglect and psychosocial risk

“…First, some aspects of intellectual disability may make these mothers vulnerable to developing difficulties with mentalising. For instance, individuals with intellectual disability more often display underdevelopment of functions that are conceptually closely related to mentalising, such as theory of mind (i.e., the capacity to recognise that other people have mental states that may differ from one's own; e.g., Jacobs et al, 2020; Sappok et al, 2022; Yirmiya et al, 1998), and recognition of other people's emotions (Memisevic et al, 2016; Owen & Maratos, 2016; Scotland et al, 2016).…”

More than a Physical Problem: The Effects of Physical and Sensory Impairments on the Emotional Development of Adults with Intellectual Disabilities

“…According to Došen [ 38 ], the social–emotional development of a neurotypical child goes through several stages, and these stages are linked to social–emotional developmental milestones [ 38 , 39 , 40 ]. For children with intellectual disabilities and sensory, physical, or multiple impairments, reaching these milestones requires more effort than it does for children without these impairments.…”