Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges

Abstract

Second-order mental state attribution in two groups of children with non-specific intellectual disability and Down syndrome was investigated. The children were compared to overall mental age-matched group of typically developing children. The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with intellectual disability. The results clearly showed that children with Down syndrome performed more poorly than the children with non-specific intellectual disability, and that typically developing children perform significantly better than do other groups. The findings are discussed in terms of the specificity of the etiology-related profiles of intellectually disabled groups. Several critical issues related to intervention strategies in the field of intellectual disability are also discussed, considering the educational practices.

Parental Socialization of Emotion: Differences in Mothers of Children with and without Intellectual Disability

“…Children with ID had significantly inferior ToM competences than children with TD. Our results reflect those obtained by other studies (Abbeduto et al, 2004;Alevriadou & Giaouri, 2011;Giaouri, Alevriadou, & Tsakiridou, 2010;Thirion-Marissiaux & Nader-Grosbois, 2008b, 2008c.…”

“…From a meta-analysis exploring the development of ToM in children, it was found that desires are understood before the step of understanding false beliefs (Wellman & Liu, 2004), a step that corresponds to the moment children become aware that other people's thoughts may differ from their own (Astington & Edward, 2010). Various studies have shown that, compared to children with TD, children with ID are somewhat delayed with respect to ToM related to understanding the causes and consequences of emotions, and have difficulty understanding beliefs (Abbeduto et al, 2004;Alevriadou & Giaouri, 2011;Giaouri, Alevriadou, & Tsakiridou, 2010;Thirion-Marissiaux & Nader-Grosbois, 2008b, 2008c). Baurain and Nader-Grosbois (2013) established a positive correlation between ToM and emotional regulation, and social adjustment.…”

“…Various studies have shown that children with ID have difficulties with social competences (Baker, Fenning, Crnic, Baker, & Blacher, 2007) and emotional competences compared to children with typical development (TD) (Abbeduto, Short-Meyerson, Benson, & Dolish, 2004;Alevriadou & Giaouri, 2011;Thirion-Marissiaux & Nader-Grosbois, 2008a, 2008b. Children with ID often lack some of the social skills needed to establish relationships with others and be accepted by their peers (Baker et al, 2007).…”

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

“…At the same time, research has shown that ToM among people with intellectual disabilities is not absent but merely delayed (Baurain & Nader-Grosbois, 2013). This delay is caused by problems in such areas as reduced communication skills and language acquisition (Resches & Pérez-Pereira, 2007), relatively high egocentrism (Thirion-Marissiaux & Nader-Grosbois, 2008c) and the impaired development of executive functions (Cornish et al, 2005) among children with intellectual disabilities compared to typically developing children (Alevriadou & Giaouri, 2011;Thirion-Marissiaux & Nader-Grosbois, 2008a, 2008b.…”

“…Secondly, the present authors were able to observe that ToM among school-aged children with mild intellectual disabilities develops significantly and this effect is rather strong (slope = 0.60, SE = 0.06; p < 0.001). Other research studies show how and how much children with intellectual disabilities differ from their peers with other disorders and from peers without disabilities in the case of ToM(Alevriadou & Giaouri, 2011;Baurain & Nader-Grosbois, 2013;Yirmiya et al, 1996;1998), but do not show whether ToM develops in time. Thus, our result, showing visible positive changes in socio-cognitive functioning in this group, seems important and could…”