Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

27-11-2022 | Original Paper

Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective

Auteurs: Céleste Dubé, Alexandre J. S. Morin, Elizabeth Olivier, István Tóth-Király, Danielle Tracey, Rhonda G. Craven, Christophe Maïano

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2024

Abstract

This study investigates associations between initial levels and change in the quality of the relationships youth with intellectual disabilities (ID) share with their parents and teachers, and changes in their levels of depression over time. A sample of 395 youth with mild (48.3%) and moderate (51.7%) ID, aged between 11 and 22 (M = 15.69), were recruited in Canada (n = 142) and Australia (n = 253). Youth completed self-report measures of relationship quality and depression twice over a one-year period. Initial levels of warmth (β = − .109) and conflict (β = − .302) predicted decreases in depression. Increases in warmth predicted decreases in depression (β = − .179), while increases in conflict predicted increases in depression (β = .268). Discrepancies between youth relationships with their parents and teachers predicted decreases in depression (β_warmth = − .732; β_conflict = − .608).

vorige artikel Stress, Eating Behavior and Adverse Health in Parents of Young Children with Autism Spectrum Disorder

volgende artikel Development of Moral Judgments in Impersonal and Personal Dilemmas in Autistic Spectrum Disorders from Childhood to Late Adolescence

Alleen toegankelijk voor geautoriseerde gebruikers

We also investigated possible interactions between relational warmth and relational conflict in the prediction of depression and found no evidence for any interactions.

Adrian, C., & Hammen, C. (1993). Stress exposure and stress generation in children of depressed mothers. Journal of Consulting and Clinical Psychology, 61, 354–359.PubMedCrossRef

Ainsworth, M. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709–716.PubMedCrossRef

American Psychological Association [APA]. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). American Psychological Association.

American Psychological Association [APA]. (2013). Diagnostic and Statistical Manual, Fifth Edition (DSM-V). American Psychological Association.

Asparouhov, T., & Muthén, B. (2010). Weighted least squares estimation with missing data. Mplus Technical Appendix. Muthén & Muthén.

Baker, J. K., Fenning, R. M., Howland, M. A., & Huynh, D. (2019). Parental criticism and behavior problems in children with autism spectrum disorder. Autism, 23, 1249–1261.PubMedCrossRef

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56–95.CrossRef

Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A meta-analysis. School Psychology Review, 31, 405–427.CrossRef

Beck, A. T. (1987). Cognitive models of depression. Journal of Cognitive Psychotherapy, 1, 5–37.

Besemer, S., Loeber, R., Hinshaw, S. P., & Pardini, D. A. (2016). Bidirectional associations between externalizing behavior problems and maladaptive parenting within parent-son dyads across childhood. Journal of Abnormal Child Psychology, 44, 1387–1398.PubMedPubMedCentralCrossRef

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.CrossRef

Blacher, J., Baker, B. L., & Eisenhower, A. S. (2009). Student–teacher relationship stability across early school years for children with intellectual disability or typical development. American Journal on Intellectual and Developmental Disabilities, 114, 322–339.PubMedPubMedCentralCrossRef

Boele, S., Van der Graaff, J., De Wied, M., Van der Valk, I. E., Crocetti, E., & Branje, S. (2019). Linking parent–child and peer relationship quality to empathy in adolescence: A multilevel meta-analysis. Journal of Youth and Adolescence, 48, 1033–1055.PubMedPubMedCentralCrossRef

Bowlby, J. (1973). Attachment and Loss. Separation Anxiety and Anger (2nd ed.). Hogarth Press.

Bowlby, J. (1980). Attachment and Loss: Loss, Sadness, and Depression (3rd ed.). Basic Books.

Brière, F. N., Archambault, K., & Janosz, M. (2013). Reciprocal prospective associations between depressive symptoms and perceived relationship with parents in early adolescence. Canadian Journal of Psychiatry, 58, 169–176.PubMedCrossRef

Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminism & Psychology, 3, 11–35.CrossRef

Buhrmester, D. (1996). Need fulfillment, interpersonal competence, and the developmental contexts of early adolescent friendship. In W. Bukowski, A. Newcomb, & W. Hartup (Eds.), The Company they Keep: Friendship in Childhood and Adolescence (pp. 158–185). Cambridge University.

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.CrossRef

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRef

Chu, P., Saucier, D., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29, 624–645.CrossRef

Ciarrochi, J., Morin, A. J. S., Sahdra, B., Litalien, D., & Parker, P. D. (2017). A Longitudinal person-centered perspective on youth social support: Relations with psychological wellbeing. Developmental Psychology, 53, 1154–1169.PubMedCrossRef

Costello, E. J., Foley, D. L., & Angold, A. (2006). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: II. Developmental epidemiology. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 8–25.CrossRef

Craven, R.G., Morin, A.J.S., Tracey, D., Parker, P.D., & Zhong, H.F. (2015). Inclusive Education for Students with Intellectual Disabilities. Information Age.

Cuthill, F. M., Espie, C. A., & Cooper, S.-A. (2003). Development and psychometric properties of the Glasgow Depression Scale for people with a learning disability. British Journal of Psychiatry, 182, 347–353.CrossRef

Davies, P. T., & Sturge-Apple, M. L. (2014). Family context in the development of psychopathology. In M. Lewis & K. D. Rudolph (Eds.), Handbook of developmental psychopathology (pp. 143–161). Springer.CrossRef

Dubé, C., Olivier, E., Morin, A. J. S., Tracey, D., Craven, R. G., & Maïano, C. (2021). Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05117-2CrossRefPubMed

Eid, M. (2000). A multitrait-multimethod model with minimal assumptions. Psychometrika, 65, 241–261.CrossRef

Eid, M., Nussbeck, F. W., Geiser, C., Cole, D. A., Gollwitzer, M., & Lischetzke, T. (2008). Structural equation modeling of multitrait-multimethod data: Different models for different types of methods. Psychological Methods, 13, 230–253.PubMedCrossRef

Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: A systematic review. Journal of Intellectual and Developmental Disability, 36, 137–143.PubMedCrossRef

Eisenhower, A. S., Baker, B. L., & Blacher, J. (2007). Early student–teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45, 363–383.PubMedPubMedCentralCrossRef

Enders, C. K. (2010). Applied Missing Data Analysis. Guilford.

Finney, S. J., & DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural Equation Modeling: A Second Course (2nd ed., pp. 439–492). Information Age.

Freund, P. A., Tietjens, M., & Strauss, B. (2013). Using rating scales for the assessment of physical self-concept: Why the number of response categories matters. Measurement, 17, 249–263.

Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63, 119–133.PubMedCrossRef

Hamadi, L., & Fletcher, H. K. (2019). Are people with an intellectual disability at increased risk of attachment difficulties? A critical review. Journal of Intellectual Disabilities, 25, 114–130.PubMedCrossRef

Hoeve, M., Dubas, J. S., Eichelsheim, V. I., Van der Laan, P. H., Smeenk, W., & Gerris, J. R. (2009). The relationship between parenting and delinquency: A meta-analysis. Journal of Abnormal Child Psychology, 37, 749–775.PubMedPubMedCentralCrossRef

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRef

Inguglia, C., Ingoglia, S., Liga, F., Coco, A. L., & Cricchio, M. G. L. (2015). Autonomy and relatedness in adolescence and emerging adulthood: Relationships with parental support and psychological distress. Journal of Adult Development, 22, 1–13.CrossRef

Jones, E. E. (1964). lngratiation. Appleton-Century-Croft.

Kendall-Tackett, K., Lyon, T., Taliaferro, G., & Little, L. (2005). Why child maltreatment researchers should include children’s disability status in their maltreatment studies. Child Abuse & Neglect, 29, 147–151.CrossRef

Kerstis, B., Åslund, C., & Sonnby, K. (2018). More secure attachment to the father and the mother is associated with fewer depressive symptoms in adolescents. Upsala Journal of Medical Sciences, 123, 62–67.PubMedPubMedCentralCrossRef

Laursen, B., & Collins, W. A. (2004). Parent-child communication during adolescence. In A. L. Vangelisti (Ed.), Handbook of Family Communication (pp. 333–348). Erlbaum.

Lee, A., & Hankin, B. L. (2009). Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of Clinical Child & Adolescent Psychology, 38, 219–231.CrossRef

Lewis, C. (1981). The effects of parental firm control: A reinterpretation of findings. Psychological Bulletin, 90, 547–563.CrossRef

Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48, 936–949.PubMedCrossRef

Longobardi, C., Settanni, M., Prino, L. E., Fabris, M. A., & Marengo, D. (2019). Students’ Psychological Adjustment in normative school transitions from kindergarten to high school: Investigating the role of teacher-student relationship quality. Frontiers in Psychology, 10, 1238.PubMedPubMedCentralCrossRef

Maguire, S. A., Williams, B., Naughton, A. M., Cowley, L. E., Tempest, V., Mann, M. K., Teague, M., & Kemp, A. M. (2015). A systematic review of the emotional, behavioural and cognitive features exhibited by school-aged children experiencing neglect or emotional abuse. Child: Care. Health and Development, 41, 641–653.CrossRef

Maïano, C., Coutu, S., Tracey, D., Bouchard, S., Lepage, G., Morin, A. J. S., & Moullec, G. (2018). Prevalence of anxiety and depressive disorders among youth with intellectual disabilities: A systematic review and meta-analysis. Journal of Affective Disorders, 236, 230–242.PubMedCrossRef

Marsh, H. W., Hau, K.-T., & Grayson, D. (2005). Goodness of fit evaluation in structural equation modeling. In A. Maydeu-Olivares & J. McArdle (Eds.), Contemporary Psychometric (pp. 275–340). Erlbaum.

Marsh, H. W., Hau, K.-T., Wen, Z., Nagengast, B., & Morin, A. J. S. (2013). Moderation. In T. D. Little (Ed.), Oxford Handbook of Quantitative Methods (Vol. 2, pp. 361–386). Oxford University.

McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577–605.PubMedCrossRef

McDonald, R. P. (1970). Theoretical foundations of principal factor analysis and alpha factor analysis. British Journal of Mathematical and Statistical Psychology, 23, 1–21.CrossRef

McElwain, N. L., & Booth-LaForce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant-mother attachment security. Journal of Family Psychology, 20, 247–255.PubMedCrossRef

Merikangas, K. R., & Knight, E. (2009). The epidemiology of depression in adolescents. In S. Nolen-Hoeksema & L. M. Hilt (Eds.), Handbook of Depression in Adolescents (pp. 386–404). Taylor & Francis.

Millsap, R. (2011). Statistical Approaches to Measurement Invariance. Taylor & Francis.

Morin, A. J. S., Arens, A. K., Maïano, C., Ciarrochi, J., Tracey, D., Parker, P. D., & Craven, R. G. (2017). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence, 46, 801–825.PubMedCrossRef

Morin, A. J. S., Boudrias, J.-S., Marsh, H. W., Madore, I., & Desrumaux, P. (2016). Further reflections on disentangling shape and level effects in person-centered analyses: An illustration aimed at exploring the dimensionality of psychological health. Structural Equation Modeling, 23, 438–454.CrossRef

Morin, A. J. S., Myers, N. D., & Lee, S. (2020). Modern factor analytic techniques: Bifactor models, exploratory structural equation modeling (ESEM) and bifactor-ESEM. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology (4th ed., pp. 1044–1073). Wiley.CrossRef

Muris, P., & Maas, A. (2004). Strengths and difficulties as correlates of attachment style in institutionalized and non-institutionalized children with below-average intellectual abilities. Child Psychiatry and Human Development, 34, 317–328.PubMedCrossRef

Muthén, L., & Muthén, B. (2019). Mplus User’s Guide. Muthén & Muthén.

Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D., & Eisner, M. (2017). A non-bipartite propensity score analysis of the effects of teacher–student relationships on adolescent problem and prosocial behavior. Journal of Youth and Adolescence, 46, 1661–1687.PubMedCrossRef

Olivier, E., Azarnia, P., Morin, A. J. S., Houle, S. A., Dubé, C., Tracey, D., & Maïano, C. (2020). The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. Research in Developmental Disabilities, 98, 103572.PubMedCrossRef

Olivier, E., Lacombe, C., Morin, A. J. S., Houle, S. A., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021). Validation of a revised version of the Center for Epidemiologic Depression Scale for youth with intellectual disabilities (CESD-ID-R). Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05334-9CrossRefPubMed

Olivier, E., Morin, A. J. S., Verma, N., Dubé, C., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021b). Development and validation of a multi-informant measure of social behavior for youth with intellectual disabilities. Research on Child and Adolescent Psychopathology, 49, 1649–1667.PubMedCrossRef

Pianta, R. C. (1999). Enhancing Relationships between Children and Teachers. APA.CrossRef

Pianta, R. C. (2001). Student-Teacher Relationship Scale-Short Form. Psychological Assessment.

Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53, 873–932.PubMedCrossRef

Planalp, E. M., & Braungart-Rieker, J. M. (2013). Temperamental precursors of infant attachment with mothers and fathers. Infant Behavior and Development, 36, 796–808.PubMedCrossRef

Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56, 345–365.PubMedCrossRef

Priestley, M. (2003). Disability: A Life Course Approach. Polity.

Rodas, N. V., Zeedyk, S. M., & Baker, B. L. (2016). Unsupportive parenting and internalising behaviour problems in children with or without intellectual disability. Journal of Intellectual Disability Research, 60, 1200–1211.PubMedCrossRef

Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale-Revised. Stoelting.

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231.CrossRef

Schwab, S., & Rossmann, P. (2020). Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs. Educational Studies, 46, 302–315.CrossRef

Searle, A. K., Miller-Lewis, L. R., Sawyer, M. G., & Baghurst, P. A. (2013). Predictors of children’s kindergarten classroom engagement: Preschool adult–child relationships, self-concept, and hyperactivity/inattention. Early Education & Development, 24, 1112–1136.CrossRef

Siddaway, A. P., Wood, A. M., & Taylor, P. J. (2017). The Center for Epidemiologic Studies-Depression (CES-D) scale measures a continuum from well-being to depression: Testing two key predictions of positive clinical psychology. Journal of Affective Disorders, 213, 180–186.PubMedPubMedCentralCrossRef

Skrondal, A., & Laake, P. (2001). Regression among factor scores. Psychometrika, 66, 563–575.CrossRef

Smokowski, P. R., Bacallao, M. L., Cotter, K. L., & Evans, C. B. (2015). The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth. Child Psychiatry & Human Development, 46, 333–345.CrossRef

Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236.CrossRef

Swann, W. B. (1983). Self-verification; Bringing social reality into harmony with the self. In J. Suls & A. G. Greenwald (Eds.), Social Psychological Perspectives on the Self (Vol. 2, pp. 33–66). Erlbaum.

Teague, S. J., Newman, L. K., Tonge, B. J., & Gray, K. M. (2018). Caregiver mental health, parenting practices, and perceptions of child attachment in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 2642–2652.PubMedCrossRef

Tipton-Fisler, L. A., Rodriguez, G., Zeedyk, S. M., & Blacher, J. (2018). Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development. Research in Developmental Disabilities, 80, 131–141.PubMedPubMedCentralCrossRef

Tóth-Király, I., Morin, A. J. S., & Salmela-Aro, K. (2021). A Longitudinal perspective on the associations between work engagement and workaholism. Work & Stress, 35, 27–56.CrossRef

Totsika, V., Hastings, R. P., Vagenas, D., & Emerson, E. (2014). Parenting and the behavior problems of young children with an intellectual disability: Concurrent and longitudinal relationships in a population-based study. American Journal on Intellectual and Developmental Disabilities, 119, 422–435.PubMedCrossRef

Turk, V., Khattran, S., Kerry, S., Corney, R., & Painter, K. (2012). Reporting of health problems and pain by adults with an intellectual disability and by their carers. Journal of Applied Research in Intellectual Disabilities, 25, 155–165.PubMedCrossRef

Twenge, J. M., & Nolen-Hoeksema, S. (2002). Age, gender, race, socioeconomic status, and birth cohort difference on the children’s depression inventory: A meta-analysis. Journal of Abnormal Psychology, 111, 578–588.PubMedCrossRef

Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14, 205–211.CrossRef

Weschler, D. (2008). Weschler Intelligence Scale for Children-Fourth Edition. Pearson.

Withers, M. C., McWey, L. M., & Lucier-Greer, M. (2016). Parent–adolescent relationship factors and adolescent outcomes among high-risk families. Family Relations, 65, 661–672.CrossRef

Wood, A. M., Taylor, P. J., & Joseph, S. (2010). Does the CES-D measure a continuum from depression to happiness? Comparing substantive and artifactual models. Psychiatry Research, 177, 120–123.PubMedCrossRef

Wright, M. F. (2017). Cyber victimization and depression among adolescents with intellectual disabilities and developmental disorders: The moderation of perceived social support. Journal of Mental Health Research in Intellectual Disabilities, 10, 126–143.CrossRef

Yap, M. B. H., Pilkington, P. D., Ryan, S. M., & Jorm, A. F. (2014). Parental factors associated with depression and anxiety in young people: A systematic review and meta-analysis. Journal of Affective Disorders, 156, 8–23.PubMedCrossRef

Yu, C. Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. University of California.

Titel: Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective
Auteurs: Céleste Dubé
Alexandre J. S. Morin
Elizabeth Olivier
István Tóth-Király
Danielle Tracey
Rhonda G. Craven
Christophe Maïano
Publicatiedatum: 27-11-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05805-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2024

Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy

Friendships in Children with Williams Syndrome: Parent and Child Perspectives

The Relationship Between Nutrition-Physical Activity Behaviors of Autistic Children with Their Families and Children’s Obesity Levels During Covid Pandemic

Development of Moral Judgments in Impersonal and Personal Dilemmas in Autistic Spectrum Disorders from Childhood to Late Adolescence

Emotion Dysregulation Mediates the Relationship Between Sensory Processing and Behavior Problems in Young Children with Autism Spectrum Disorder: A Preliminary Study

Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties