ArticleFrontiers in psychology2020
Social Cognition in Children With Non-specific Intellectual Disabilities: An Exploratory Study.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 24 citations in OpenAlex.
- How do Children with Intellectual Disabilities Empathize in Comparison to Typically Developing Children?Journal of autism and developmental disorders · 2025Article
- What We Know and Do Not Know About Camouflaging, Impression Management, and Mental Health and Wellbeing in Autistic People.Autism research : official journal of the International Society for Autism Research · 2025Review
- Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children.Children (Basel, Switzerland) · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
Social cognitive abilities - notably, Theory of Mind (ToM) and social information processing (SIP) - are key skills for the development of social competence and adjustment. By understanding affective and cognitive mental states and processing social information correctly, children will be able to enact prosocial behaviors, to interact with peers and adults adaptively, and to be socially included. As social adjustment and inclusion are major issues for children with intellectual disabilities (IDs), the present study aimed to explore their social cognitive profile by combining cluster analysis of both ToM and SIP competence, and to investigate the structure of relations between these skills in children with IDs. Seventy-eight elementary school children with non-specific IDs were recruited. They had a chronological age ranging from 4 years and 8 months to 12 years and 6 months and presented a preschool developmental age. Performance-based measures were administered to assess ToM and SIP abilities. Questionnaires were completed by the children's parents to evaluate the children's social competence and adjustment and their risk of developing externalizing or internalizing behaviors. Exploratory analysis highlighted strengths and weaknesses in the social cognitive profiles of these children with IDs. It also emphasized that the understanding of affective and cognitive mental states was used differently when facing appropriate vs. inappropriate social behaviors. The present study leads to a better understanding of the socio-emotional profile of children with IDs and offers some suggestions on how to implement effective interventions.
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