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

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