Theory of mind “beliefs”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities

2008 ◽  
Vol 29 (6) ◽  
pp. 547-566 ◽  
Author(s):  
Anne-Françoise Thirion-Marissiaux ◽  
Nathalie Nader-Grosbois
Keyword(s):  
Theory Of Mind ◽  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Social Understanding ◽  
Developmental Characteristics

Theory of mind and social competence in children and adolescents with temporal lobe epilepsy.

2019 ◽  
Vol 33 (7) ◽  
pp. 986-995 ◽  
Author(s):  
Elizabeth Stewart ◽  
Cathy Catroppa ◽  
Linda Gonzalez ◽  
Deepak Gill ◽  
Richard Webster ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Social Competence ◽  
Temporal Lobe Epilepsy ◽  
Children And Adolescents ◽  
Temporal Lobe

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

2020 ◽  
pp. 41-62
Author(s):  
Fabrizio Stasolla ◽  
Anna Passaro
Keyword(s):  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Communication Skills ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Life Skills ◽  
Social Inclusion ◽  
Autism Spectrum ◽  
Future Research ◽  
Adolescents With Autism

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

The Baby Boom

Reading Minds ◽  
2020 ◽  
pp. 65-75
Author(s):  
Henry M. Wellman
Keyword(s):  
Theory Of Mind ◽  
Social Development ◽  
Baby Boom ◽  
First Year ◽  
Social Understanding ◽  
Social Worlds ◽  
Careful Observation ◽  
Massive Growth ◽  
The Social ◽  
To Come

When and how do theory-of-mind understandings begin? This chapter assesses infants’ social understanding. Babies are not the mindless beings scientists and philosophers once thought them. Even in the first year of infancy, they have remarkable knowledge about their social worlds. This is not something babies gain innately. Instead, among their innate abilities is an extraordinary predisposition to learn, especially about their social worlds. Before age two, the end of infancy, children have a foundation for all the social development that is to come, setting the stage for the massive growth in social understanding seen in preschoolers. Like their preschool siblings, infants learn by careful observation and by putting pieces together.

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