Background: Children in special education are typically characterized by developmental delays and/or deficits in social- and cognitive functioning. These children are coping with problems that are...Show moreBackground: Children in special education are typically characterized by developmental delays and/or deficits in social- and cognitive functioning. These children are coping with problems that are often associated with less developed social cognitive skills. The purpose of the current study was to examine whether children’s intelligence moderated the effect of an educational teacher training on social cognitive functioning in children. Methods: Eighty-six children between 10 and 13 years (54% boys) were recruited from a primary school for special education in The Netherlands. Four classes were randomized to either the teacher training (n = 43) or a passive control group (n = 42). The teacher training program consisted of four two-hour trainings in school given by an experienced clinical neuropsychologist. All children were tested prior to and after the training program with a parallel version of the Sociaal Cognitieve Vaardigheden Test (SCVT) to measure their social cognitive skills. In addition, intelligence data (Wechsler Intelligence Scale for Children) was obtained regarding their Full Scale IQ (FIQ) scores. Results: The results showed that a lower FIQ significantly predicted a lower score on social cognition. After controlling for gender and age, the teacher training did not significantly contribute to the increase in social cognition over time and there was no interaction with FIQ. Conclusion: The results emphasize the need to pay special attention to and foster the social cognitive development in children with lower intelligence. To monitor and hence improve the effects of the teacher training, future research should also monitor changes in teachers knowledge, skills and behavior in addition to the child measures.Show less
