[article] 
inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2670-2688

Titre :	Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Céleste DUBE, Auteur ; Elizabeth OLIVIER, Auteur ; Alexandre J. S. MORIN, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur
Article en page(s) :	p.2670-2688
Langues :	Anglais (eng)
Mots-clés :	Confirmatory factor analysis  Intellectual disability  Measurement  Parent?child relationships  Scale validation  Special education needs  Student?teacher relationships
Index. décimale :	PER Périodiques
Résumé :	This study proposes a multi-informant (youth, teachers, and parents) measure of relationship quality with adults for youth with intellectual disabilities (ID). A sample of 395 youth with mild (49.15%) and moderate (50.85%) ID, aged 11-22 (M=15.82) was recruited in Canada (French-speaking, N=142), and Australia (English-speaking, N=253). Results support the reliability, factor validity, discriminant validity (in relation to sex, ID level, country, and comorbidity), convergent validity (depression, anxiety, aggressiveness, and prosocial behaviors), and one-year longitudinal stability of the measure. Youth self-reports provide a complementary perspective on relationship quality with adults relative to teachers' or parents' reports, whereas teachers and parents seem unable to differentiate their own perspective from that of the target youth.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05117-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

[article] Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities [Texte imprimé et/ou numérique] / Céleste DUBE, Auteur ; Elizabeth OLIVIER, Auteur ; Alexandre J. S. MORIN, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur . - p.2670-2688.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2670-2688

Mots-clés :	Confirmatory factor analysis  Intellectual disability  Measurement  Parent?child relationships  Scale validation  Special education needs  Student?teacher relationships
Index. décimale :	PER Périodiques
Résumé :	This study proposes a multi-informant (youth, teachers, and parents) measure of relationship quality with adults for youth with intellectual disabilities (ID). A sample of 395 youth with mild (49.15%) and moderate (50.85%) ID, aged 11-22 (M=15.82) was recruited in Canada (French-speaking, N=142), and Australia (English-speaking, N=253). Results support the reliability, factor validity, discriminant validity (in relation to sex, ID level, country, and comorbidity), convergent validity (depression, anxiety, aggressiveness, and prosocial behaviors), and one-year longitudinal stability of the measure. Youth self-reports provide a complementary perspective on relationship quality with adults relative to teachers' or parents' reports, whereas teachers and parents seem unable to differentiate their own perspective from that of the target youth.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05117-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474