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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

has been cited by the following article:

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

  AUTHORS: Carole Légaré, Diane Morin, Nathalie Poirier, Nathalie Nader-Grosbois

  KEYWORDS: Children, Intellectual Disability, Socio-Emotional Competences, Parental Socialization of Emotion

  JOURNAL NAME: Psychology, Vol.10 No.15, December 26, 2019

  ABSTRACT: 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.