Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities

Autor/inn/en	Dubé, Céleste; Olivier, Elizabeth; Morin, Alexandre J. S.; Tracey, Danielle; Craven, Rhonda G.; Maïano, Christophe
Titel	Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 6, S.2670-2688 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morin, Alexandre J. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05117-2
Schlagwörter	Teacher Student Relationship; Parent Child Relationship; Youth; Intellectual Disability; Foreign Countries; Reliability; Validity; Sex; Severity (of Disability); Comorbidity; Depression (Psychology); Anxiety; Aggression; Prosocial Behavior; Measures (Individuals); Factor Analysis; Canada + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Jugend; Jugendlicher; Jugendalter; Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Reliabilität; Gültigkeit; Geschlecht; Geschlechtsverkehr; Schweregrad; Angst; Messdaten; Faktorenanalyse; Kanada
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01