The Range and Impact of Adverse and Positive Childhood Experiences on Psychosocial Outcomes in Children with Intellectual Disabilities: A Scoping Review

Jessica Vervoort-Schel (), Gabriëlle Mercera, Inge Wissink, Janneke Staaks, Peer van der Helm, Ramón Lindauer and Xavier Moonen
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Jessica Vervoort-Schel: Koraal Center of Expertise, De Hondsberg, 5062 JT Oisterwijk, The Netherlands
Gabriëlle Mercera: Koraal Center of Expertise, De Hondsberg, 5062 JT Oisterwijk, The Netherlands
Inge Wissink: Department of Clinical Child & Family Studies, Utrecht University, 3584 CS Utrecht, The Netherlands
Janneke Staaks: University Library, University of Amsterdam, 1018 WB Amsterdam, The Netherlands
Peer van der Helm: Research Institute, Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
Ramón Lindauer: Department Child and Adolescent Psychiatry, Amsterdam UMC, 1105 AZ Amsterdam, The Netherlands
Xavier Moonen: Research Institute, Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands

Disabilities, 2025, vol. 5, issue 2, 1-36

Abstract: Children with intellectual disabilities experience unique developmental, social, and environmental challenges that intersect with adverse childhood experiences (ACEs) and positive childhood experiences (PCEs), shaping their psychosocial outcomes. While prior research has mainly examined single adversities or protective elements, the frameworks of ACEs and PCEs provide a broader understanding of their cumulative and interactive effects. However, these constructs remain underexplored in children with intellectual disabilities. This scoping review maps the range, conceptualization, and impact of ACEs, PCEs, and related concepts on psychosocial outcomes. Following the Joanna Briggs Institute (JBI) methodology, a search of PsycInfo, MEDLINE, CINAHL, Web of Science, and Google Scholar identified studies until October 2024. Two reviewers screened and extracted data using standardized criteria. Findings reveal variability in how ACEs and PCEs are defined and measured. ACE exposure, particularly the cumulative impact of multiple ACEs (polyvictimization), links to adverse psychosocial outcomes, including emotional (e.g., anxiety, depression, Post-Traumatic Stress Disorder), behavioral (e.g., aggression, conduct problems), and developmental (e.g., social and adaptive skill deficits) difficulties. PCEs—such as positive parent–child relationships, teacher–student support, and peer acceptance—mitigate risks, though impact varies by context. Intellectual disabilities severity and socioeconomic adversity shape associations. Further research is needed to inform the adaptation of ACE–PCE frameworks for children with intellectual disabilities.

Keywords: adverse childhood experiences; positive childhood experiences; intellectual disabilities; psychosocial outcomes; behavioral outcomes; developmental outcomes; mental health; frameworks (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2025
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