Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities

Céleste Dubé; Elizabeth Olivier; Alexandre J. S. Morin; Danielle Tracey; Rhonda G. Craven; Christophe Maïano

doi:10.1007/s10803-021-05117-2

Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities

Céleste Dubé, Elizabeth Olivier, Alexandre J. S. Morin, Danielle Tracey, Rhonda G. Craven, Christophe Maïano

Research output: Contribution to journal › Article › peer-review

5 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	2670-2688
Number of pages	19
Journal	Journal of Autism and Developmental Disorders
Volume	52
Issue number	6
DOIs	https://doi.org/10.1007/s10803-021-05117-2
Publication status	Published - Jun 2022

Bibliographical note

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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abstract = "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.",

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AU - Dubé, Céleste

AU - Olivier, Elizabeth

AU - Morin, Alexandre J. S.

AU - Tracey, Danielle

AU - Craven, Rhonda G.

AU - Maïano, Christophe

PY - 2022/6

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Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities

Abstract

Bibliographical note

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