Impact on Language Competence and Cognitive Abilities of Parents and Siblings Interacting with Children Having Mild Intellectual Disabilities

Abstract

There is a need to examine how continuous or frequent communication with children having mild intellectual disabilities (MID) impacts the language processing and cognitive abilities of their family members. For this purpose, the observation of a 13 old years child and her family has been systematically conducted over a span of five years (2019-2024). Qualitative Methodology and descriptive mode of writing were used for recording observational data which inculcate documenting behaviors and interactions in real time contexts. The findings of this observational research informs that modifications in behaviors of family occur at two distinct levels. First, during direct interactions with MID children, communicators often adapt their language processing strategies to align with the cognitive and linguistic needs of the children. Second, these adaptations carry over into real-life circumstances beyond interactions with MID children by showing improvements in broader cognitive functions, including memory, problem-solving, attentiveness along with better communication skills. This is not only instrumental in fostering the child’s language and social development, but also significantly enhances the cognitive abilities and language competence of the interacting individuals in their real life experiences, encouraging mutual growth and offering opportunities for inclusive education and stronger community connections.