Children with intellectual disabilities (ID) present developmental deficits in socio-emotional competencies compared to same-aged children with typical development (TD). Parents play a crucial role in fostering the socio-emotional development of their children, yet, few studies have investigated the socialization of emotion by parents of children with ID. In the current study, 34 mothers of children with ID and those with children with TD (40) completed questionnaires and were compared on their socialization of emotion, and on their perceptions of their child’s socio-emotional competencies. No differences were found in the socialization of emotion between mothers of children with ID and those of children with TD; however mothers of children with ID were more likely to perceive their children as having fewer socio-emotional competences. Given these findings, programs designed to improve socio-emotional competences could benefit children with ID.
KeywordsChildrenIntellectual DisabilitySocio-Emotional CompetencesParental Socialization of Emotion
Abbeduto, L., Short-Meyerson, K., Benson, G., & Dolish, J. (2004). Relationship between Theory of Mind and Language Ability in Children and Adolescents with Intellectual Disability. Journal of Intellectual Disability Research, 48, 150-159. https://doi.org/10.1111/j.1365-2788.2004.00524.x
Adibsereshki, N., Abdolahzadeh, M., Karmilo, M., & Hasanzadeh, M. (2014). The Effectiveness of Theory of Mind Training on the Adaptive Behavior of Students with Intellectual Disability. Journal of Special Education and Rehabilitation, 15, 91-107. https://doi.org/10.2478/jser-2014-0006
Alevriadou, A., & Giaouri, S. (2011). Second-Order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges. Journal of Educational and Developmental Psychology, 1, 146-153. https://doi.org/10.5539/jedp.v1n1p146
Astington, J. W., & Edward, M. J. (2010). Le développement de la théorie de l’esprit chez les jeunes enfants. http://www.enfant-encyclopedie.com/Pages/PDF/Astington-EdwardFRxp.pdf
Baker, J. K., & Crnic, K. A. (2009). Thinking about Feelings: Emotion Focus in the Parenting of Children with Early Developmental Risk. Journal of Intellectual Disability Research, 53, 450-462. https://doi.org/10.1111/j.1365-2788.2009.01161.x
Baker, J. K., Fenning, R. M., Crnic, K. A., Baker, B. L., & Blacher, J. (2007). Prediction of Social Skills in 6-Year-Old Children with and without Developmental Delays: Contributions of Early Regulation and Maternal Scaffolding. American Journal on Mental Retardation, 112, 375-391. https://doi.org/10.1352/0895-8017(2007)112[0375:POSSIY]2.0.CO;2
Barisnikov, K., & Lejeune, F. (2018). Social Knowledge and Social Reasoning Abilities in a Neurotypical Population and in Children with Down Syndrome. PLoS ONE, 13, e0200932. https://doi.org/10.1371/journal.pone.0200932
Baurain, C., & Nader-Grosbois, N. (2012). Socio-Emotional Regulation in Children with Intellectual Disability and Typically Developing Children in Interactive Contexts. Alter-European Journal of Disability Research/Revue Européenne de Recherche sur le Handicap, 6, 75-93. https://doi.org/10.1016/j.alter.2012.02.001
Baurain, C., & Nader-Grosbois, N. (2013). Compétences sociales et émotionnelles: Enfant typique et déficient intellectuel. Saarbrücken: Presses Académiques Francophones.
Baurain, C., Nader-Grosbois, N., & Dionne, C. (2013). Socio-Emotional Regulation in Children with Intellectual Disability and Typically Developing Children, and Teachers’ Perceptions of Their Social Adjustment. Research in Developmental Disabilities, 34, 2774-2787. https://doi.org/10.1016/j.ridd.2013.03.022
Bee, H., & Boyd, D. (2011). Les ages de la vie: Psychologie du developpement humain. Montréal: Editions du Renouveau pedagogique.
Bellefeuille, E., & Labbé, L. (2016). Inclusion sociale et déficience intellectuelle: Où en est le Québec? Empan, 4, 97-105. https://doi.org/10.3917/empa.104.0097
Berkovits, L. D., & Baker, B. L. (2014). Emotion Dysregulation and Social Competence: Stability, Change and Predictive Power. Journal of Intellectual Disability Research, 58, 765-776. https://doi.org/10.1111/jir.12088
Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory. PLoS ONE, 8, e62635. https://doi.org/10.1371/journal.pone.0062635
Brun, P., & Mellier, D. (2004). Régulation émotionnelle et retard mental: Etude chez l’enfant trisomique 21. Handicap: Revue des Sciences Humaines et Sociales, 101-102, 19-31.
Comte-Gervais, I., Giron, A., Soares-Boucaud, I., & Poussin, G. (2008). Evaluation de l’intelligence sociale chez l’enfant. L’information psychiatrique, 84, 667-673. https://doi.org/10.3917/inpsy.8407.0667
Coutu, S., Bouchard, C., émard, M. J., & Cantin, G. (2012). Le développement des compétences socioémotionnelles chez l’enfant. In G. M. Tarabulsy, M. A. Provost, J.-P. Lemelin, A. Plamondon, & C. Dufresne (Eds.), Le développement social et émotionnel chez l’enfant et l’adolescent. Les bases du développement, Tome 1 (pp. 139-183). Ste-Foy: Presses de l’Université du Québec.
Daffe, V., & Nader-Grosbois, N. (2009a). Réactions parentales face aux émotions de leur enfant: Adaptation intégrée de deux instruments. In N. Nader-Grosbois (Ed.), Résilience, régulation et qualité de vie: Concepts, évaluation et intervention (pp. 143-159). Louvain-la-Neuve: Presses Universitaires de Louvain.
Daffe, V., & Nader-Grosbois, N. (2009b). Patterns de régulation émotionnelle parentale et développement de la théorie de l’esprit chez des enfants tout-venant et à déficience intellectuelle. In N. Nader-Grosbois (Ed.), Résilience, régulation et qualité de vie: Concepts, évaluation et intervention (pp. 161-169), Louvain-la-Neuve: Presses Universitaires de Louvain.
Denham, S. A. (2007). Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships. Cognition, Brain, Behavior, 11, 1-48.
Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The Socialization of Emotional Competence. In J. E. Grusec, & P. D. Hastings (Eds.), Handbook of Socialization: Theory and Research (pp. 614-637). New York: Guilford Press.
Duyme, M., & Capron, C. (2010). L’inventaire du Développement de l’enfant (IDE). Normes et validation franvaises du Child Developement Inventory. Devenir, 22, 13-26. https://doi.org/10.3917/dev.101.0013
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998a). Parental Socialization of Emotion. Psychological Inquiry, 9, 241-273. https://doi.org/10.1207/s15327965pli0904_1
Eisenberg, N., Fabes, R. A., & Murphy, B. C. (1996). Parents’ Reactions to Children’s Negative Emotions: Relations to Children’s Social Competence and Comforting Behaviour. Child Development, 67, 2221-2247. https://doi.org/10.2307/1131620
Eisenberg, N., Spinrad, T. L., & Cumberland, A. (1998b). The Socialization of Emotion: Reply to Commentaries. Psychological Inquiry, 9, 317-333. https://doi.org/10.1207/s15327965pli0904_17
Fenning, R. M., Baker, B. L., & Juvonen, J. (2011). Emotion Discourse, Social Cognition, and Social Skills in Children with and without Developmental Delays. Child Development, 82, 717-731. https://doi.org/10.1111/j.1467-8624.2010.01569.x
Gerstein, E. D., Arbona, A. P., Crnic, K. A., Ryu, E., Baker, B. L., & Blacher, J. (2011). Developmental Risk and Young Children’s Regulatory Strategies: Predicting Behavior Problems at Age Five. Journal of Abnormal Child Psychology, 39, 351-364. https://doi.org/10.1007/s10802-010-9471-5
Giaouri, S., Alevriadou, A., & Tsakiridou, E. (2010). Theory of Mind Abilities in Children with Down Syndrome and Non-Specific Intellectual Disabilities: An Empirical Study with Some Educational Implications. Procedia-Social and Behavioral Sciences, 2, 3883-3887. https://doi.org/10.1016/j.sbspro.2010.03.609
Glaser, B., Lothe, A., Chabloz, M., Dukes, D., Pasca, C., Redoute, J., & Eliez, S. (2012). Candidate Socioemotional Remediation Program for Individuals with Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 117, 368-383. https://doi.org/10.1352/1944-7558-117.5.368
Green, S., & Baker, B. (2011). Parents’ Emotion Expression as a Predictor of Child’s Social Competence: Children with or without Intellectual Disability. Journal of Intellectual Disability Research, 55, 324-338. https://doi.org/10.1111/j.1365-2788.2010.01363.x
Gross, J. J. (2002). Emotion Regulation: Affective, Cognitive, and Social Consequences. Psychophysiology, 39, 281-291. https://doi.org/10.1017/S0048577201393198
Grusec, J. E., & Davidov, M. (2007). Socialization in the Family. The Roles of Parents. In J. E. Grusec, & P. D. Hastings (Eds.), Handbook of Socialization. Theory and Research (pp. 284-303). New York: The Guilford Press.
Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The Friendships of Young Children with Developmental Delays: A Longitudinal Analysis. Journal of Applied Psychology, 28, 64-79. https://doi.org/10.1016/j.appdev.2006.10.004
Halberstadt, A. G., & Eaton, K. L. (2003). A Meta-Analysis of Family Expressiveness and Children’s Emotion Expressiveness and Understanding. Marriage & Family Review, 34, 35-62. https://doi.org/10.1300/J002v34n01_03
Halberstadt, A. G., Crisp, V. W., & Eaton, K. L. (1999). Family Expressiveness: A Retrospective and New Directions for Research. In P. Philippot, R. S. Feldman, & E. J. Coats (Eds.), The Social Context of Nonverbal Behavior (pp.109-155). New York: Cambridge University Press.
Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective Social Competence. Social Development, 10, 79-119. https://doi.org/10.1111/1467-9507.00150
Houssa, M., Mazzone, S., & Nader-Grosbois, N. (2014). Validation d’une version francophone de l’inventaire de la Théorie de l’Esprit (ToMI-vf). Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 64, 169-179. https://doi.org/10.1016/j.erap.2014.02.002
Hughes, C., Soares-Boucaud, I., Hochmann, J., & Frith, U. (1997). Social Behaviour in Pervasive Developmental Disorders: Effects of Informant, Group and “Theory-of-Mind”. European Child & Adolescent Psychiatry, 6, 191-198. https://doi.org/10.1007/BF00539925
Hutchins, T. L., Prelock, P. A., & Bonazinga, L. (2012). Psychometric Evaluation of the Theory of Mind Inventory (ToMI): A Study of Typically Developing Children and Children with Autism Spectrum Disorder. Journal of Autism Developmental Disorder, 42, 327-341. https://doi.org/10.1007/s10803-011-1244-7
Ireton, H. (1992). Child Development Inventories Manual. Minneapolis, MN: Behavior Science Systems. https://doi.org/10.1037/t05317-000
Jacobs, E., Léonard, C., Nader-Grosbois, N., Houssa, M., & Mazzone, S. (2016). Entrainer la cognition sociale auprès d’enfants présentant une déficience intellectuelle. Revue francophone de la déficience intellectuelle, 27, 127-140. https://doi.org/10.7202/1043129ar
Jacobs, E., Mazzone, S., Simon, P., & Nader-Grosbois, N. (2019). The Unforeseen Inflluence of Parent’s Socialization Behaviors on the Social Adjustment of Children with Intellectual Disabilities. Psychology, 10, 1275-1301. https://doi.org/10.4236/psych.2019.109083
Kopp, C. B., Baker, B. L., & Brown, K. W. (1992). Social Skills and Their Correlates: Preschoolers with Developmental Delays. American Journal on Mental Retardation, 96, 357-366.
Maccoby, E. E. (2007). Historical Overview of Socialization Research and Theory. In J. E Grusec, & P. D. Hastings (Eds.), Handbook of Socialization: Theory and Research (pp. 13-41). New York: Guilford Press.
Malone, D. M. (2007). Mothers’ Perceptions Regarding the Social Competence of Preschool Children with Mental Retardation. Journal of Developmental and Physical Disabilities, 19, 365-383. https://doi.org/10.1007/s10882-007-9056-6
Mazzone, S., Roskam, I., Mikolajczak, M., & Nader-Grosbois, N. (2017). Do Parents Talk about Emotions with Their Children? The Questionnaire of Parent-Child Conversations about Emotions (QPCCE). Psychology, 8, 987-1007. https://doi.org/10.4236/psych.2017.87065
Mellier, D., & Courbois, Y. (2005). Pour une approche psychologique interactive des enfants qui se développent autrement: La situation de handicap mental. Enfance, 57, 213-217. https://doi.org/10.3917/enf.573.0213
Murphy, M. (2017). Social Skill Development and Academic Competence in Children with and without Intellectual Disability. Doctoral Dissertation. https://escholarship.org/uc/item/8zd1x53j
Nader-Grosbois, N. (2014). Projet de recherche: Pratiques de socialisation parentale des émotions et compétences émotionnelles et sociales d’enfants présentant des troubles de développement, de niveau préscolaire à début scolaire. Unpublished Manuscript, Belgium: Psychological Sciences Research Institute, Chair Baron Frère in Specialized Education, Louvain-la-Neuve.
Nader-Grosbois, N., & Fiasse, C. (2011). Théorie de l’esprit chez des enfants avec troubles du comportement et caractéristiques développementales, cognitives, affectives et en adaptation sociale. In N. Nader-Grosbois (Ed.), La théorie de l’esprit: Entre cognition, émotion et adaptation sociale (pp. 283-299). Bruxelles: De Boeck. https://doi.org/10.3917/dbu.nader.2011.01.0283
Nader-Grosbois, N., & Mazzone, S. (2015). Validation de la version francophone de l’Emotion Regulation Checklist (ERC-vf). Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 65, 29-41. https://doi.org/10.1016/j.erap.2014.10.002
Norona, A. N., & Baker, B. L. (2014). The Transactional Relationship in Children with or without Developmental Delays. Research in Developmental Disabilities, 35, 3209-3216. https://doi.org/10.1016/j.ridd.2014.07.048
Norona, A. N., & Baker, B. L. (2016). The Effects of Early Positive Parenting and Developmental Delay Status on Child Emotion Dysregulation. Journal of Intellectual Disability Research, 61, 130-143. https://doi.org/10.1111/jir.12287
Paczkowski, E., & Baker, B. L. (2007). Parenting Children with and without Developmental Delay: The Role of Self-Mastery. Journal of Intellectual Disability Research, 51, 435-446. https://doi.org/10.1111/j.1365-2788.2006.00894.x
Pears, K. C., Fisher, P. A., Kim, H. K., Bruce, J., Healey, C. V., & Yoerger, K. (2013). Immediate Effects of a School Readiness Intervention for Children in Foster Care. Early Education and Development, 24, 771-791. https://doi.org/10.1080/10409289.2013.736037
Reicherts, M., Casellini, D., Duc, F., & Genoud, P. A. (2007). L’Ouverture émotionnelle dans les Troubles de la dépendance et les Troubles de la personnalité. Annales Médico-psychologiques, revue psychiatrique,165, 485-491. https://doi.org/10.1016/j.amp.2006.01.023
Rodas, N. V., Chavira, D. A., & Baker, B. L. (2017). Emotion Socialization and Internalizing Behavior Problems in Diverse Youth: A Bidirectional Relationship across Childhood. Research in Developmental Disabilities, 62, 15-25. https://doi.org/10.1016/j.ridd.2017.01.010
Rodas, N. V., Zeedyk, S. M., & Baker, B. L. (2016). Unsupportive Parenting and Internalising Behaviour Problems in Children with or without Intellectual Disability. Journal of Intellectual Disability Research, 60, 1200-1211. https://doi.org/10.1111/jir.12332
Rubin K. H., Bukowski, W., & Parker, J. (2006). Peer Interactions, Relationships and Groups. In N. Eisenberg (Ed), Handbook of Child Psychology: Social, Emotional and Personality Development (pp. 571-645). New York: Wiley. https://doi.org/10.1002/9780470147658.chpsy0310
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H., Coulter, D. L., Craig, E. M., Shogren, K. A. et al. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports. Washington DC: American Association on Intellectual and Developmental Disabilities.
Shields, A., & Cicchetti, D. (1997). Emotion Regulation among School-Age Children: The Development and Validation of a New Criterion Q-Sort Scale. Developmental Psychology, 33, 906-916. https://doi.org/10.1037/0012-1649.33.6.906
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008a). Theory of Mind “Emotion”, Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities. Research in Developmental Disabilities, 29, 414-430. https://doi.org/10.1016/j.ridd.2007.07.001
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008b). Theory of Mind “Beliefs”, Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities. Research in Developmental Disabilities, 29, 547-566. https://doi.org/10.1016/j.ridd.2007.09.004
Thirion-Marissiaux, A. F., & Nader-Grosbois, N. (2008c). Theory of Mind and Socio-Affective Abilities in Disabled Children and Adolescents, Alter, European Journal of Disability, 2, 133-155. https://doi.org/10.1016/j.alter.2008.02.003
Valiente, C., Eisenberg, N., Fabes, R. A., Shepard, S. A., Cumberland, A., & Losoya, S. H. (2004). Prediction of Children’s Empathy-Related Responding from Their Effortful Control and Parents’ Expressivity. Developmental Psychology, 40, 911-926. https://doi.org/10.1037/0012-1649.40.6.911
Wellman, H. M., & Liu, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75, 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
Wieland, N., Green, S., Ellingsen, R., & Baker, B. L. (2014). Parent-Child Problem Solving in Families of Children with or without Intellectual Disability. Journal of Intellectual Disability Research, 58, 17-30. https://doi.org/10.1111/jir.12009
Yeates, K. O., Bigler, E. D., Dennis, M., Gerhardt, C. A., Rubin, K. H., Stancin, T., Vannatta, K. et al. (2007). Social Outcomes in Childhood Brain Disorder: A Heuristic Integration of Social Neuroscience and Developmental Psychology. Psychological Bulletin, 133, 535-556. https://doi.org/10.1037/0033-2909.133.3.535