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A Study of Mind reading and Language development of Adult with Mild intellectual Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(3), pp.375-394
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Ji-Yun Jung 1,  WHA-SOO KIM 1,  Rhee Kun Yong 1

1대구대학교

Accredited

ABSTRACT

The purpose of this study is to investigate relationship of mind reading andlanguage development. This study was conducted about 20 adult with mildintellectual disability, 20 general people in the chronological age matched group,and 20 general people in the language age matched group. All theory of mind task performance was compared with mild intellectualdisability group (MA), chronological-age (CA) matched group and language-age(LA) matched group. And, language development and theory of mind within MAgroups’ correlations were examined. The results of this study were as follows:First, a one way ANOVA was carried out comparing the three groups (MA, CAand LA) with respect to their scores on first-order theory of mind task. Themain effect for group was significant. Second, the result of analysis showedthat there was statistically significant difference in MA vs. CA groups on thesecond-order theory of mind task. Third, mild intellectual disabilities within thegroup in the language test and correlated with theory of mind task performance. The findings are discussed in terms of the specificity of the intellectuallydisabled group. Therefore the result of this study could give suggestion forintervention and understanding of adult with mild intellectual disability.

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