Assessment of Physical Self-Concept in Adolescents with Intellectual Disability: Content and Factor Validity of the Very Short Form of the Physical Self-Inventory / Christophe MAIANO in Journal of Autism and Developmental Disorders, 39-5 (May 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-5 (May 2009) . - p.775-787 Titre : Assessment of Physical Self-Concept in Adolescents with Intellectual Disability: Content and Factor Validity of the Very Short Form of the Physical Self-Inventory Type de document : Texte imprimé et/ou numérique Auteurs : Christophe MAIANO, Auteur ; Jérôme BEGARIE, Auteur ; Alexandre J. S. MORIN, Auteur ; Grégory NINOT, Auteur Année de publication : 2009 Article en page(s) : p.775-787 Langues : Anglais (eng) Mots-clés : French Graphical-response-format Gender Age School-placement Intellectual-disability-level Invariance Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to test the factor validity and reliability of the Very Short Form of the Physical Self-Inventory- (PSI-VSF) within a sample of adolescents with mild to moderate Intellectual Disability (ID). A total of 362 ID adolescents were involved in two studies. In Study 1, the content and format scale response of the PSI-VSF were adapted for adolescents with ID. This instrument was thus renamed PSI-VSF-ID and two versions with two alternative responses scales format, were developed: Likert and graphical. In Study 2, results provided support for: (1) the factorial validity and reliability; and (2) factorial invariance across gender, age, type of school placement and ID level of the PSI-VSF-ID associated with a graphical response scale format. En ligne : http://dx.doi.org/10.1007/s10803-006-0190-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733 [article] Assessment of Physical Self-Concept in Adolescents with Intellectual Disability: Content and Factor Validity of the Very Short Form of the Physical Self-Inventory [Texte imprimé et/ou numérique] / Christophe MAIANO, Auteur ; Jérôme BEGARIE, Auteur ; Alexandre J. S. MORIN, Auteur ; Grégory NINOT, Auteur . - 2009 . - p.775-787. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-5 (May 2009) . - p.775-787 Mots-clés : French Graphical-response-format Gender Age School-placement Intellectual-disability-level Invariance Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to test the factor validity and reliability of the Very Short Form of the Physical Self-Inventory- (PSI-VSF) within a sample of adolescents with mild to moderate Intellectual Disability (ID). A total of 362 ID adolescents were involved in two studies. In Study 1, the content and format scale response of the PSI-VSF were adapted for adolescents with ID. This instrument was thus renamed PSI-VSF-ID and two versions with two alternative responses scales format, were developed: Likert and graphical. In Study 2, results provided support for: (1) the factorial validity and reliability; and (2) factorial invariance across gender, age, type of school placement and ID level of the PSI-VSF-ID associated with a graphical response scale format. En ligne : http://dx.doi.org/10.1007/s10803-006-0190-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733

Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective / Alexandre J. S. MORIN ; Elizabeth OLIVIER ; István TÓTH-KIRÁLY ; Danielle TRACEY ; Rhonda G. CRAVEN ; Christophe MAIANO in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.673-690 Titre : Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Alexandre J. S. MORIN, Auteur ; Elizabeth OLIVIER, Auteur ; István TÓTH-KIRÁLY, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur Article en page(s) : p.673-690 Index. décimale : PER Périodiques Résumé : This study investigates associations between initial levels and change in the quality of the relationships youth with intellectual disabilities (ID) share with their parents and teachers, and changes in their levels of depression over time. A sample of 395 youth with mild (48.3%) and moderate (51.7%) ID, aged between 11 and 22 (M?=?15.69), were recruited in Canada (n?=?142) and Australia (n?=?253). Youth completed self-report measures of relationship quality and depression twice over a one-year period. Initial levels of warmth (??=???.109) and conflict (??=???.302) predicted decreases in depression. Increases in warmth predicted decreases in depression (??=???.179), while increases in conflict predicted increases in depression (??=?.268). Discrepancies between youth relationships with their parents and teachers predicted decreases in depression (?warmth?=???.732; ?conflict?=???.608). En ligne : https://doi.org/10.1007/s10803-022-05805-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective [Texte imprimé et/ou numérique] / Alexandre J. S. MORIN, Auteur ; Elizabeth OLIVIER, Auteur ; István TÓTH-KIRÁLY, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur . - p.673-690. in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.673-690 Index. décimale : PER Périodiques Résumé : This study investigates associations between initial levels and change in the quality of the relationships youth with intellectual disabilities (ID) share with their parents and teachers, and changes in their levels of depression over time. A sample of 395 youth with mild (48.3%) and moderate (51.7%) ID, aged between 11 and 22 (M?=?15.69), were recruited in Canada (n?=?142) and Australia (n?=?253). Youth completed self-report measures of relationship quality and depression twice over a one-year period. Initial levels of warmth (??=???.109) and conflict (??=???.302) predicted decreases in depression. Increases in warmth predicted decreases in depression (??=???.179), while increases in conflict predicted increases in depression (??=?.268). Discrepancies between youth relationships with their parents and teachers predicted decreases in depression (?warmth?=???.732; ?conflict?=???.608). En ligne : https://doi.org/10.1007/s10803-022-05805-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Les personnes ayant un trouble du spectre de l’autisme et/ou une déficience intellectuelle / David DA FONSECA

Public ISBD in Les troubles des conduites alimentaires / Annie AIME Titre : Les personnes ayant un trouble du spectre de l’autisme et/ou une déficience intellectuelle Type de document : Texte imprimé et/ou numérique Auteurs : David DA FONSECA, Auteur ; Christophe MAIANO, Auteur ; Annie AIME, Auteur Année de publication : 2020 Importance : p.251-263 Langues : Français (fre) Index. décimale : TRO-A TRO-A - Troubles Alimentaires Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=436 in Les troubles des conduites alimentaires / Annie AIME Les personnes ayant un trouble du spectre de l’autisme et/ou une déficience intellectuelle [Texte imprimé et/ou numérique] / David DA FONSECA, Auteur ; Christophe MAIANO, Auteur ; Annie AIME, Auteur . - 2020 . - p.251-263. Langues : Français (fre) Index. décimale : TRO-A TRO-A - Troubles Alimentaires Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=436

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Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis / Christophe MAIANO in Autism Research, 9-6 (June 2016)  

Public ISBD [article]  inAutism Research > 9-6 (June 2016) . - p.601-615 Titre : Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Christophe MAIANO, Auteur ; Claude L. NORMAND, Auteur ; Marie-Claude SALVAS, Auteur ; Grégory MOULLEC, Auteur ; Annie AIME, Auteur Article en page(s) : p.601-615 Langues : Anglais (eng) Mots-clés : bullying  school  victimization  perpetration  prevalence Index. décimale : PER Périodiques Résumé : The true extent of school bullying among youth with autism spectrum disorders (ASD) remains an underexplored area. The purpose of this meta-analysis is to: (a) assess the proportion of school-aged youth with ASD involved in school bullying as perpetrators, victims or both; (b) examine whether the observed prevalence estimates vary when different sources of heterogeneity related to the participants' characteristics and to the assessment methods are considered; and (c) compare the risk of school bullying between youth with ASD and their typically developing (TD) peers. A systematic literature search was performed and 17 studies met the inclusion criteria. The resulting pooled prevalence estimate for general school bullying perpetration, victimization and both was 10%, 44%, and 16%, respectively. Pooled prevalence was also estimated for physical, verbal, and relational school victimization and was 33%, 50%, and 31%, respectively. Moreover, subgroup analyses showed significant variations in the pooled prevalence by geographic location, school setting, information source, type of measures, assessment time frame, and bullying frequency criterion. Finally, school-aged youth with ASD were found to be at greater risk of school victimization in general, as well as verbal bullying, than their TD peers. Autism Res 2016, 9: 601–615. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis [Texte imprimé et/ou numérique] / Christophe MAIANO, Auteur ; Claude L. NORMAND, Auteur ; Marie-Claude SALVAS, Auteur ; Grégory MOULLEC, Auteur ; Annie AIME, Auteur . - p.601-615. Langues : Anglais (eng) in Autism Research > 9-6 (June 2016) . - p.601-615 Mots-clés : bullying  school  victimization  perpetration  prevalence Index. décimale : PER Périodiques Résumé : The true extent of school bullying among youth with autism spectrum disorders (ASD) remains an underexplored area. The purpose of this meta-analysis is to: (a) assess the proportion of school-aged youth with ASD involved in school bullying as perpetrators, victims or both; (b) examine whether the observed prevalence estimates vary when different sources of heterogeneity related to the participants' characteristics and to the assessment methods are considered; and (c) compare the risk of school bullying between youth with ASD and their typically developing (TD) peers. A systematic literature search was performed and 17 studies met the inclusion criteria. The resulting pooled prevalence estimate for general school bullying perpetration, victimization and both was 10%, 44%, and 16%, respectively. Pooled prevalence was also estimated for physical, verbal, and relational school victimization and was 33%, 50%, and 31%, respectively. Moreover, subgroup analyses showed significant variations in the pooled prevalence by geographic location, school setting, information source, type of measures, assessment time frame, and bullying frequency criterion. Finally, school-aged youth with ASD were found to be at greater risk of school victimization in general, as well as verbal bullying, than their TD peers. Autism Res 2016, 9: 601–615. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities / Céleste DUBE in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4111-4129 Titre : School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Céleste DUBE, Auteur ; Alexandre J. S. MORIN, Auteur ; Elizabeth OLIVIER, Auteur ; William GILBERT, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur Article en page(s) : p.4111-4129 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. En ligne : https://doi.org/10.1007/s10803-023-06127-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities [Texte imprimé et/ou numérique] / Céleste DUBE, Auteur ; Alexandre J. S. MORIN, Auteur ; Elizabeth OLIVIER, Auteur ; William GILBERT, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur . - p.4111-4129. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4111-4129 Index. décimale : PER Périodiques Résumé : This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. En ligne : https://doi.org/10.1007/s10803-023-06127-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment / Alexandre J. S. MORIN ; István TÓTH-KIRÁLY ; Elizabeth OLIVIER ; Danielle TRACEY ; Victoria Smodis MCCUNE ; Rhonda G. CRAVEN ; Christophe MAIANO in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

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Les thérapies corporelles / Michel PROBST

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Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities / Céleste DUBE in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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Les troubles des conduites alimentaires / Annie AIME

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Validation of an Adapted Version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID) / Christophe MAIANO in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

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