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

Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities / Amy JOLIN ; Céleste DUBE ; Christophe MAIANO ; Danielle TRACEY ; Rhonda G. CRAVEN ; Alexandre J. S. MORIN in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2744-2760 Titre : Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Amy JOLIN, Auteur ; Céleste DUBE, Auteur ; Christophe MAIANO, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Alexandre J. S. MORIN, Auteur Article en page(s) : p.2744-2760 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent-child relationship (i.e., warmth and conflict), student-teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11-22 years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student-teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student-teacher warmth. En ligne : https://doi.org/10.1007/s10803-024-06359-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities [Texte imprimé et/ou numérique] / Amy JOLIN, Auteur ; Céleste DUBE, Auteur ; Christophe MAIANO, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Alexandre J. S. MORIN, Auteur . - p.2744-2760. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2744-2760 Index. décimale : PER Périodiques Résumé : This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent-child relationship (i.e., warmth and conflict), student-teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11-22 years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student-teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student-teacher warmth. En ligne : https://doi.org/10.1007/s10803-024-06359-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

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

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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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