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)  

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

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)  

Public ISBD [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

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