Skip to main content
Top

Tip

Swipe om te navigeren naar een ander artikel

07-11-2022 | Original Paper

Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment

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

Gepubliceerd in: Journal of Autism and Developmental Disorders

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study investigates the nature of the social interaction profiles observed among youth with intellectual disabilities (ID), defined while considering their relationships with their parents, peers, and teachers, as well as the implication of these profiles for self-esteem, aggressive behaviors, and prosocial behaviors. A sample of 393 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged between 11 and 22 (M = 15.70), was recruited in Canada (n = 141) and Australia (n = 253). Our results revealed four profiles, corresponding to Socially Isolated (23.24%), Socially Integrated (39.83%), Socially Rejected (28.37%) and Socially Connected (8.57%) youth with ID. The socially integrated and connected profiles both presented higher self-esteem, more prosocial behaviors, and less aggressive behaviors than the socially isolated and rejected profiles.
Voetnoten
1
The omega coefficients of composite reliability (McDonald, 1970) were calculated as part of preliminary measurement models described later (see Tables S1 and S2 in the online supplements).
 
2
We conducted one last set of analyses to verify whether the measurement models underlying our constructs were comparable (i.e., equivalent, or unbiased) across countries/linguistic versions via tests of configural (model), weak (loadings), strong (loadings and thresholds), and strict (loadings, thresholds, and uniquenesses) measurement invariance (Millsap, 2011). We also tested the equivalence of the a priori CUs incorporated to account for wording effects. These tests, reported in Table S4 of the online supplements, support the complete comparability (i.e., lack of measurement bias) of these models, as none of the tests resulted in a decrease in CFI or TLI ≥ 0.010 or in an increased in RMSEA ≥ 0.015 (Chen, 2007; Cheung & Rensvold, 2002).
 
3
Although Uljarević (2020) also identified a profile that they qualified as “mild” among youth with ASD, it is impossible to clearly verify whether and how this result corresponds to those from other studies as these authors failed to provide clear interpretation guidelines for their scores.
 
Literatuur
go back to reference Al-Yagon, M. (2016). Perceived close relationships with parents, teachers, and peers: Predictors of social, emotional, and behavioral features in adolescents with LD or comorbid LD and ADHD. Journal of Learning Disabilities, 49, 597–615 PubMedCrossRef Al-Yagon, M. (2016). Perceived close relationships with parents, teachers, and peers: Predictors of social, emotional, and behavioral features in adolescents with LD or comorbid LD and ADHD. Journal of Learning Disabilities, 49, 597–615 PubMedCrossRef
go back to reference American Psychological Association [APA] (2000). Diagnostic and Statistical Manual of Mental Disorders (4th edition, text revised). APA American Psychological Association [APA] (2000). Diagnostic and Statistical Manual of Mental Disorders (4th edition, text revised). APA
go back to reference American Psychological Association [APA]. (2013). Diagnostic and Statistical Manual, Fifth Edition (DSM-V). APA American Psychological Association [APA]. (2013). Diagnostic and Statistical Manual, Fifth Edition (DSM-V). APA
go back to reference American Psychological Association [APA]. (2020). APA Dictionary of Psychology. APA American Psychological Association [APA]. (2020). APA Dictionary of Psychology. APA
go back to reference Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children.Child Development,1456–1464 Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children.Child Development,1456–1464
go back to reference Asparouhov, T., & Muthén, B. (2010). Mplus Technical Appendix: Weighted least squares estimation with missing data. Muthén & Muthén Asparouhov, T., & Muthén, B. (2010). Mplus Technical Appendix: Weighted least squares estimation with missing data. Muthén & Muthén
go back to reference Bailey, T., Totsika, V., Hastings, R. P., Hatton, C., & Emerson, E. (2019). Developmental trajectories of behaviour problems and prosocial behaviours of children with intellectual disabilities in a population-based cohort. Journal of Child Psychology and Psychiatry, 60, 1210–1218 PubMedCrossRef Bailey, T., Totsika, V., Hastings, R. P., Hatton, C., & Emerson, E. (2019). Developmental trajectories of behaviour problems and prosocial behaviours of children with intellectual disabilities in a population-based cohort. Journal of Child Psychology and Psychiatry, 60, 1210–1218 PubMedCrossRef
go back to reference Balboni, G., Mumbardó-Adam, C., & Coscarelli, A. (2020). Influence of adaptive behaviour on the quality of life of adults with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disability, 33, 584–594 CrossRef Balboni, G., Mumbardó-Adam, C., & Coscarelli, A. (2020). Influence of adaptive behaviour on the quality of life of adults with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disability, 33, 584–594 CrossRef
go back to reference 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 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
go back to reference Bathelt, J., Geurts, H. M., & Borsboom, D. (2022). More than the sum of its parts: Merging network psychometrics and network neuroscience with application in autism. Network Neuroscience, 6, 445–466 PubMedPubMedCentralCrossRef Bathelt, J., Geurts, H. M., & Borsboom, D. (2022). More than the sum of its parts: Merging network psychometrics and network neuroscience with application in autism. Network Neuroscience, 6, 445–466 PubMedPubMedCentralCrossRef
go back to reference Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56–95 CrossRef Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56–95 CrossRef
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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
go back to reference Bowlby, J. (1973). Attachment and Loss, Volume II: Separation, Anxiety and Anger. Hogarth Press Bowlby, J. (1973). Attachment and Loss, Volume II: Separation, Anxiety and Anger. Hogarth Press
go back to reference Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R.M. Lerner (Eds.), Handbook of Child Psychology, 5th edition (pp. 993–1028). Wiley Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R.M. Lerner (Eds.), Handbook of Child Psychology, 5th edition (pp. 993–1028). Wiley
go back to reference Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminism & Psychology, 3, 11–35 CrossRef Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminism & Psychology, 3, 11–35 CrossRef
go back to reference Bukowski, W. M., Newcomb, A. F., & Hoza, B. (1987). Friendship conceptions among early adolescents: A longitudinal study of stability and change. Journal of Early Adolescence, 7, 143–152 CrossRef Bukowski, W. M., Newcomb, A. F., & Hoza, B. (1987). Friendship conceptions among early adolescents: A longitudinal study of stability and change. Journal of Early Adolescence, 7, 143–152 CrossRef
go back to reference Caplan, B., Feldman, M., Eisenhower, A., & Blacher, J. (2016). Student–teacher relationships for young children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders, 46, 3653–3666 PubMedCrossRef Caplan, B., Feldman, M., Eisenhower, A., & Blacher, J. (2016). Student–teacher relationships for young children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders, 46, 3653–3666 PubMedCrossRef
go back to reference Carter, B. B., & Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21, 11–23 Carter, B. B., & Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21, 11–23
go back to reference Chadwick, O., Kusel, Y., & Cuddy, M. (2008). Factors associated with the risk of behaviour problems in adolescents with severe intellectual disabilities. Journal of Intellectual Disability Research, 52, 864–876 PubMedCrossRef Chadwick, O., Kusel, Y., & Cuddy, M. (2008). Factors associated with the risk of behaviour problems in adolescents with severe intellectual disabilities. Journal of Intellectual Disability Research, 52, 864–876 PubMedCrossRef
go back to reference Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504 CrossRef Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504 CrossRef
go back to reference Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255 CrossRef Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255 CrossRef
go back to reference 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 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
go back to reference Clark, M., Crocker, A. G., & Morin, D. (2016). Victimization history and aggressive behavior among adults with intellectual disabilities: The mediating role of mental health. International Journal of Forensic Mental Health, 15, 301–311 CrossRef Clark, M., Crocker, A. G., & Morin, D. (2016). Victimization history and aggressive behavior among adults with intellectual disabilities: The mediating role of mental health. International Journal of Forensic Mental Health, 15, 301–311 CrossRef
go back to reference Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational & Child Psychology, 25, 104–118 Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational & Child Psychology, 25, 104–118
go back to reference 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 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
go back to reference Crouch, R., Keys, C. B., & McMahon, S. D. (2014). Student–teacher relationships matter for school inclusion: School belonging, disability, and school transitions. Journal of Prevention & Intervention in the Community, 42, 20–30 CrossRef Crouch, R., Keys, C. B., & McMahon, S. D. (2014). Student–teacher relationships matter for school inclusion: School belonging, disability, and school transitions. Journal of Prevention & Intervention in the Community, 42, 20–30 CrossRef
go back to reference D’Amato, R. C., Crepeau-Hobson, F., Huang, L. V., & Geil, M. (2005). Ecological neuropsychology: An alternative to the deficit model for conceptualizing and serving students with learning disabilities. Neuropsychology Review, 15, 97–103 PubMedCrossRef D’Amato, R. C., Crepeau-Hobson, F., Huang, L. V., & Geil, M. (2005). Ecological neuropsychology: An alternative to the deficit model for conceptualizing and serving students with learning disabilities. Neuropsychology Review, 15, 97–103 PubMedCrossRef
go back to reference 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 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
go back to reference Dell’Armo, K. A., & Tassé, M. J. (2019). The role of adaptive behavior and parent expectations in predicting post-school outcomes for young adults with intellectual disability. Journal of Autism and Developmental Disorders, 49, 1638–1651 PubMedCrossRef Dell’Armo, K. A., & Tassé, M. J. (2019). The role of adaptive behavior and parent expectations in predicting post-school outcomes for young adults with intellectual disability. Journal of Autism and Developmental Disorders, 49, 1638–1651 PubMedCrossRef
go back to reference Diallo, T. M. O., Morin, A. J. S., & Lu, H. (2016). Impact of misspecifications of the latent variance-covariance and residual matrices on the class enumeration accuracy of growth mixture models. Structural Equation Modeling, 23, 507–531 CrossRef Diallo, T. M. O., Morin, A. J. S., & Lu, H. (2016). Impact of misspecifications of the latent variance-covariance and residual matrices on the class enumeration accuracy of growth mixture models. Structural Equation Modeling, 23, 507–531 CrossRef
go back to reference Diallo, T. M. O., Morin, A. J. S., & Lu, H. (2017). The impact of total and partial inclusion or exclusion of active and inactive time invariant covariates in growth mixture models. Psychological Methods, 22, 166–190 PubMedCrossRef Diallo, T. M. O., Morin, A. J. S., & Lu, H. (2017). The impact of total and partial inclusion or exclusion of active and inactive time invariant covariates in growth mixture models. Psychological Methods, 22, 166–190 PubMedCrossRef
go back to reference Dinishak, J. (2016). The deficit view and its critics. Disability Studies Quarterly, 36, 5236 CrossRef Dinishak, J. (2016). The deficit view and its critics. Disability Studies Quarterly, 36, 5236 CrossRef
go back to reference Donnellan, M. B., Trzesniewski, K. H., & Robins, R. W. (2011). Self-esteem: Enduring issues and controversies. In T. Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.), The Wiley-Blackwell Handbook of Individual Differences (pp. 718–746). Wiley-Blackwell Donnellan, M. B., Trzesniewski, K. H., & Robins, R. W. (2011). Self-esteem: Enduring issues and controversies. In T. Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.), The Wiley-Blackwell Handbook of Individual Differences (pp. 718–746). Wiley-Blackwell
go back to reference Dubé, C., Olivier, E., Morin, A. J. S., Tracey, D., Craven, R. G., & Maïano, C. (2022, in press). Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities. Journal of Autism and Developmental Disorders. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05117-2 Dubé, C., Olivier, E., Morin, A. J. S., Tracey, D., Craven, R. G., & Maïano, C. (2022, in press). Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities. Journal of Autism and Developmental Disorders. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05117-2
go back to reference Eccles, J. S., & Roeser, R. W. (2009). Schools, Academic Motivation, and Stage-Environment Fit. Wiley Eccles, J. S., & Roeser, R. W. (2009). Schools, Academic Motivation, and Stage-Environment Fit. Wiley
go back to reference Enders, C. K. (2010). Applied Missing Data Analysis. Guilford Enders, C. K. (2010). Applied Missing Data Analysis. Guilford
go back to reference 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 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
go back to reference 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 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
go back to reference Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22, 13–42 PubMedCrossRef Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22, 13–42 PubMedCrossRef
go back to reference 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,1–17 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,1–17
go back to reference Hassan, R., Willoughby, T., & Schmidt, L. A. (2021). Shyness and prosocial tendencies during adolescence: Prospective influence of two types of self-regulation. Emotion, 21, 1721–1730 PubMedCrossRef Hassan, R., Willoughby, T., & Schmidt, L. A. (2021). Shyness and prosocial tendencies during adolescence: Prospective influence of two types of self-regulation. Emotion, 21, 1721–1730 PubMedCrossRef
go back to reference Hipp, J. R., & Bauer, D. J. (2006). Local solutions in the estimation of growth mixture models. Psychological Methods, 11, 36–53 PubMedCrossRef Hipp, J. R., & Bauer, D. J. (2006). Local solutions in the estimation of growth mixture models. Psychological Methods, 11, 36–53 PubMedCrossRef
go back to reference Hodapp, R. M., & Dykens, E. M. (2012). Genetic disorders of intellectual disability: Expanding our concepts of phenotypes and of family outcomes. Journal of Genetic Counseling, 21, 761–769 PubMedCrossRef Hodapp, R. M., & Dykens, E. M. (2012). Genetic disorders of intellectual disability: Expanding our concepts of phenotypes and of family outcomes. Journal of Genetic Counseling, 21, 761–769 PubMedCrossRef
go back to reference 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 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
go back to reference Jager, J. (2011). Convergence and nonconvergence in the quality of adolescent relationships and its association with adolescent adjustment and young-adult relationship quality. International Journal of Behavioral Development, 35, 497–506 PubMedPubMedCentralCrossRef Jager, J. (2011). Convergence and nonconvergence in the quality of adolescent relationships and its association with adolescent adjustment and young-adult relationship quality. International Journal of Behavioral Development, 35, 497–506 PubMedPubMedCentralCrossRef
go back to reference Janosz, M., & Bouthillier, C. (2007). Report on the validation of the Socio Educative Questionnaire for secondary schools. University of Montreal Janosz, M., & Bouthillier, C. (2007). Report on the validation of the Socio Educative Questionnaire for secondary schools. University of Montreal
go back to reference Jones, J. L. (2012). Factors associated with self-concept: Adolescents with intellectual and development disabilities share their perspectives. Intellectual & developmental disabilities, 50, 31–40 CrossRef Jones, J. L. (2012). Factors associated with self-concept: Adolescents with intellectual and development disabilities share their perspectives. Intellectual & developmental disabilities, 50, 31–40 CrossRef
go back to reference Kurtek, P. (2018). Prosocial vs antisocial coping and general life satisfaction of youth with mild intellectual disability. Journal of Intellectual Disability Research, 62, 581–592 PubMedCrossRef Kurtek, P. (2018). Prosocial vs antisocial coping and general life satisfaction of youth with mild intellectual disability. Journal of Intellectual Disability Research, 62, 581–592 PubMedCrossRef
go back to reference Laursen, B., Furnman, W., & Mooney, K. S. (2006). Predicting interpersonal competence and self-worth from adolescent relationships and relationship networks: Variable-centered and person-centered perspectives. Merrill-Palmer Quarterly, 52, 572–600 CrossRef Laursen, B., Furnman, W., & Mooney, K. S. (2006). Predicting interpersonal competence and self-worth from adolescent relationships and relationship networks: Variable-centered and person-centered perspectives. Merrill-Palmer Quarterly, 52, 572–600 CrossRef
go back to reference Lewis, C. (1981). The effects of parental firm control: A reinterpretation of findings. Psychological Bulletin, 90, 547–563 CrossRef Lewis, C. (1981). The effects of parental firm control: A reinterpretation of findings. Psychological Bulletin, 90, 547–563 CrossRef
go back to reference 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 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
go back to reference MacGowan, T. L., & Schmidt, L. A. (2021). Helping as prosocial practice: Longitudinal relations among children’s shyness, helping behavior, and empathic response. Journal Experimental Child Psychology, 209, 105–154 CrossRef MacGowan, T. L., & Schmidt, L. A. (2021). Helping as prosocial practice: Longitudinal relations among children’s shyness, helping behavior, and empathic response. Journal Experimental Child Psychology, 209, 105–154 CrossRef
go back to reference Mahadevan, N., Gregg, A. P., & Sedikides, C. (2019). Is self-regard a sociometer or a hierometer? Self-esteem tracks status and inclusion, narcissism tracks status. Journal of Personality and Social Psychology, 116, 444–466 PubMedCrossRef Mahadevan, N., Gregg, A. P., & Sedikides, C. (2019). Is self-regard a sociometer or a hierometer? Self-esteem tracks status and inclusion, narcissism tracks status. Journal of Personality and Social Psychology, 116, 444–466 PubMedCrossRef
go back to reference Maïano, C., Aimé, A., Salvas, M. C., Morin, A. J. S., & Normand, C. (2016). Prevalence and correlates of bullying perpetration and victimization among school-aged youth with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 49–50, 181–195 PubMedCrossRef Maïano, C., Aimé, A., Salvas, M. C., Morin, A. J. S., & Normand, C. (2016). Prevalence and correlates of bullying perpetration and victimization among school-aged youth with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 49–50, 181–195 PubMedCrossRef
go back to reference Maïano, C., Coutu, S., Morin, A. J. S., Tracey, D., Lepage, G., & Moullec, G. (2019). Self-concept research with school-aged youth with intellectual disabilities: A systematic review. Journal of Applied Research in Intellectual Disabilities, 32, 238–255 PubMedCrossRef Maïano, C., Coutu, S., Morin, A. J. S., Tracey, D., Lepage, G., & Moullec, G. (2019). Self-concept research with school-aged youth with intellectual disabilities: A systematic review. Journal of Applied Research in Intellectual Disabilities, 32, 238–255 PubMedCrossRef
go back to reference Maïano, C., Morin, A. J. S., Gagnon, C., Olivier, E., Tracey, D., Craven, R. G., & Bouchard, S. (2022, in press). Validation of an adapted version of the Glasgow Anxiety Scale for people with Intellectual Disabilities (GAS-ID). Journal of Autism and Developmental Disorder. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05398-7 Maïano, C., Morin, A. J. S., Gagnon, C., Olivier, E., Tracey, D., Craven, R. G., & Bouchard, S. (2022, in press). Validation of an adapted version of the Glasgow Anxiety Scale for people with Intellectual Disabilities (GAS-ID). Journal of Autism and Developmental Disorder. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05398-7
go back to reference 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 Psychometrics (pp. 275–340). Erlbaum 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 Psychometrics (pp. 275–340). Erlbaum
go back to reference Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225 CrossRef Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225 CrossRef
go back to reference Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103, 701–732 CrossRef Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103, 701–732 CrossRef
go back to reference Marsh, H. W., Tracey, D. K., & Craven, R. G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup–MIMC approach to factorial invariance and latent mean differences. Educational and Psychological Measurement, 66, 795–818 CrossRef Marsh, H. W., Tracey, D. K., & Craven, R. G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup–MIMC approach to factorial invariance and latent mean differences. Educational and Psychological Measurement, 66, 795–818 CrossRef
go back to reference Matson, J. L. (2017). Handbook of Social Behavior and Skills in Children. Springer Matson, J. L. (2017). Handbook of Social Behavior and Skills in Children. Springer
go back to reference Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: a meta-analysis of population-based studies. Research in Developmental Disabilities, 32, 419–436 PubMedCrossRef Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: a meta-analysis of population-based studies. Research in Developmental Disabilities, 32, 419–436 PubMedCrossRef
go back to reference McDonald, R. P. (1970). Theoretical foundations of principal factor analysis, canonical factor analysis, and alpha factor analysis. British Journal of Mathematical & Statistical Psychology, 23, 1–21 CrossRef McDonald, R. P. (1970). Theoretical foundations of principal factor analysis, canonical factor analysis, and alpha factor analysis. British Journal of Mathematical & Statistical Psychology, 23, 1–21 CrossRef
go back to reference McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50, 349–361 PubMedCrossRef McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50, 349–361 PubMedCrossRef
go back to reference Mikulincer, M. (1995). Attachment style and the mental representation of the self. Journal of Personality and Social Psychology, 69, 1203 CrossRef Mikulincer, M. (1995). Attachment style and the mental representation of the self. Journal of Personality and Social Psychology, 69, 1203 CrossRef
go back to reference Millsap, R. (2011). Statistical Approaches to Measurement Invariance. Taylor & Francis Millsap, R. (2011). Statistical Approaches to Measurement Invariance. Taylor & Francis
go back to reference Morin, A. J. S. (2016). Person-centered research strategies in commitment research. In J. P. Meyer (Ed.), Handbook of employee commitment (pp. 490–508). Edward Elgar Morin, A. J. S. (2016). Person-centered research strategies in commitment research. In J. P. Meyer (Ed.), Handbook of employee commitment (pp. 490–508). Edward Elgar
go back to reference Morin, A. J. S., Bujacz, A., & Gagné, M. (2018). Person-centered methodologies in the organizational sciences. Organizational Research Methods, 21, 803–813 CrossRef Morin, A. J. S., Bujacz, A., & Gagné, M. (2018). Person-centered methodologies in the organizational sciences. Organizational Research Methods, 21, 803–813 CrossRef
go back to reference Morin, A. J. S., & Litalien, D. (2019). Mixture modeling for lifespan developmental research. Oxford Research Encyclopedia of Psychology. Oxford University Press Morin, A. J. S., & Litalien, D. (2019). Mixture modeling for lifespan developmental research. Oxford Research Encyclopedia of Psychology. Oxford University Press
go back to reference Morin, A. J. S., Janosz, M., & Larivée, S. (2009). The Montreal Adolescent Depression Development Project (MADDP): School life and depression following high school transition. Psychiatry Research Journal, 1, 1–50 Morin, A. J. S., Janosz, M., & Larivée, S. (2009). The Montreal Adolescent Depression Development Project (MADDP): School life and depression following high school transition. Psychiatry Research Journal, 1, 1–50
go back to reference Morin, A. J. S., Maïano, C., Marsh, H. W., Nagengast, B., & Janosz, M. (2013). School life and adolescents’ self-esteem trajectories. Child Development, 84, 1967–1988 PubMedCrossRef Morin, A. J. S., Maïano, C., Marsh, H. W., Nagengast, B., & Janosz, M. (2013). School life and adolescents’ self-esteem trajectories. Child Development, 84, 1967–1988 PubMedCrossRef
go back to reference 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 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
go back to reference 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 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
go back to reference Muthén, L., & Muthén, B. (2019). Mplus User’s Guide. Muthén & Muthén. Muthén, L., & Muthén, B. (2019). Mplus User’s Guide. Muthén & Muthén.
go back to reference Naber, F. B., Swinkels, S. H., Buitelaar, J. K., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Dietz, C., Daalen, C., E., & Van Engeland, H. (2007). Attachment in toddlers with autism and other developmental disorders. Journal of Autism and Developmental Disorders, 37, 1123–1138 PubMedCrossRef Naber, F. B., Swinkels, S. H., Buitelaar, J. K., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Dietz, C., Daalen, C., E., & Van Engeland, H. (2007). Attachment in toddlers with autism and other developmental disorders. Journal of Autism and Developmental Disorders, 37, 1123–1138 PubMedCrossRef
go back to reference Nambiar, P., Jangam, K., Roopesh, B. N., & Bhaskar, A. (2020). Peer victimization and its relationship to self-esteem in children with mild intellectual disability and borderline intellectual functioning in regular and special schools: An exploratory study in urban Bengaluru. Journal of Intellectual Disabilities, 24, 474–488 PubMedCrossRef Nambiar, P., Jangam, K., Roopesh, B. N., & Bhaskar, A. (2020). Peer victimization and its relationship to self-esteem in children with mild intellectual disability and borderline intellectual functioning in regular and special schools: An exploratory study in urban Bengaluru. Journal of Intellectual Disabilities, 24, 474–488 PubMedCrossRef
go back to reference Neff, K. D. (2011). Self-compassion, self‐esteem, and well‐being. Social and Personality Psychology Compass, 5, 1–12 CrossRef Neff, K. D. (2011). Self-compassion, self‐esteem, and well‐being. Social and Personality Psychology Compass, 5, 1–12 CrossRef
go back to reference Neff, K. D., & Vonk, R. (2009). Self-compassion versus global self‐esteem: Two different ways of relating to oneself. Journal of personality, 77, 23–50 PubMedCrossRef Neff, K. D., & Vonk, R. (2009). Self-compassion versus global self‐esteem: Two different ways of relating to oneself. Journal of personality, 77, 23–50 PubMedCrossRef
go back to reference Nordahl, C. W., Andrews, D. S., Dwyer, P., Waizbard-Bartov, E., Restrepo, B., Lee, J. K., Health, B., Saron, C., Rivera, S. M., Solomon, M., Ashwood, P., & Amaral, D. G. (2022). The autism phenome project: Toward identifying clinically meaningful subgroups of autism. Frontiers in Psychology, 15, 786220 Nordahl, C. W., Andrews, D. S., Dwyer, P., Waizbard-Bartov, E., Restrepo, B., Lee, J. K., Health, B., Saron, C., Rivera, S. M., Solomon, M., Ashwood, P., & Amaral, D. G. (2022). The autism phenome project: Toward identifying clinically meaningful subgroups of autism. Frontiers in Psychology, 15, 786220
go back to reference 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 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
go back to reference 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 victimization and depression in students with intellectual disabilities. Research in Developmental Disabilities, 98, 103572 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 victimization and depression in students with intellectual disabilities. Research in Developmental Disabilities, 98, 103572 PubMedCrossRef
go back to reference Olivier, E., Lacombe, C., Morin, A. J., Houle, S. A., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2022a, in press). 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. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05334-9 Olivier, E., Lacombe, C., Morin, A. J., Houle, S. A., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2022a, in press). 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. Early view doi: https://​doi.​org/​10.​1007/​s10803-021-05334-9
go back to reference Olivier, E., Morin, A. J. S., Verma, N., Dubé, C., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021). 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 Olivier, E., Morin, A. J. S., Verma, N., Dubé, C., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021). 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
go back to reference Peugh, J., & Fan, X. (2013). Modeling unobserved heterogeneity using latent profile analysis: A Monte Carlo simulation. Structural Equation Modeling, 20, 616–639 CrossRef Peugh, J., & Fan, X. (2013). Modeling unobserved heterogeneity using latent profile analysis: A Monte Carlo simulation. Structural Equation Modeling, 20, 616–639 CrossRef
go back to reference Pianta, R. C. (1999). Enhancing Relationships between Children and Teachers. APA Pianta, R. C. (1999). Enhancing Relationships between Children and Teachers. APA
go back to reference Pianta, R. C. (2001). Student-Teacher Relationship Scale–Short Form. Psychological Assessment Pianta, R. C. (2001). Student-Teacher Relationship Scale–Short Form. Psychological Assessment
go back to reference 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 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
go back to reference Raaska, H., Elovainio, M., Sinkkonen, J., Matomäki, J., Mäkipää, S., & Lapinleimu, H. (2012). Internationally adopted children in Finland: parental evaluations of symptoms of reactive attachment disorder and learning difficulties–FINADO study. Child: Care Health and Development, 38, 697–705 CrossRef Raaska, H., Elovainio, M., Sinkkonen, J., Matomäki, J., Mäkipää, S., & Lapinleimu, H. (2012). Internationally adopted children in Finland: parental evaluations of symptoms of reactive attachment disorder and learning difficulties–FINADO study. Child: Care Health and Development, 38, 697–705 CrossRef
go back to reference Raykov, T., & Marcoulides, G. A. (2004). Using the delta method for approximate interval estimation of parameter functions in SEM. Structural Equation Modeling, 11, 621–637 CrossRef Raykov, T., & Marcoulides, G. A. (2004). Using the delta method for approximate interval estimation of parameter functions in SEM. Structural Equation Modeling, 11, 621–637 CrossRef
go back to reference Reiter, S., & Lapidot-Lefler, N. (2007). Bullying among special education students with intellectual disabilities: Differences in social adjustment and social skills. Intellectual and Developmental Disabilities, 45, 174–181 PubMedCrossRef Reiter, S., & Lapidot-Lefler, N. (2007). Bullying among special education students with intellectual disabilities: Differences in social adjustment and social skills. Intellectual and Developmental Disabilities, 45, 174–181 PubMedCrossRef
go back to reference Rohner, R. P. (2004). The parental” acceptance-rejection syndrome”: universal correlates of perceived rejection. American Psychologist, 59, 830–840 PubMedCrossRef Rohner, R. P. (2004). The parental” acceptance-rejection syndrome”: universal correlates of perceived rejection. American Psychologist, 59, 830–840 PubMedCrossRef
go back to reference Roid, G. H., & Miller, L. J. (1997). Leiter international performance scale-revised. Stoelting Roid, G. H., & Miller, L. J. (1997). Leiter international performance scale-revised. Stoelting
go back to reference Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60, 141–156 CrossRef Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60, 141–156 CrossRef
go back to reference Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231 CrossRef Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231 CrossRef
go back to reference Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression in bullies, victims, and bully– victims. Aggressive Behavior, 28, 30–44 CrossRef Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression in bullies, victims, and bully– victims. Aggressive Behavior, 28, 30–44 CrossRef
go back to reference Scholte, R., Lieshout, C., & Aken, M. (2001). Perceived relational support in adolescence: Dimensions, configurations, and adolescent adjustment. Journal of Research on Adolescence, 11, 71–94 CrossRef Scholte, R., Lieshout, C., & Aken, M. (2001). Perceived relational support in adolescence: Dimensions, configurations, and adolescent adjustment. Journal of Research on Adolescence, 11, 71–94 CrossRef
go back to reference Schuiringa, H., van Nieuwenhuijzen, M., de Castro, B. O., & Matthys, W. (2015). Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior. Research in Developmental Disabilities, 36, 1–12 PubMedCrossRef Schuiringa, H., van Nieuwenhuijzen, M., de Castro, B. O., & Matthys, W. (2015). Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior. Research in Developmental Disabilities, 36, 1–12 PubMedCrossRef
go back to reference 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 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
go back to reference Shaver, P. R., Mikulincer, M., & Cassidy, J. (2019). Attachment, caregiving in couple relationships, and prosocial behavior in the wider world. Current Opinion in Psychology, 25, 16–20 PubMedCrossRef Shaver, P. R., Mikulincer, M., & Cassidy, J. (2019). Attachment, caregiving in couple relationships, and prosocial behavior in the wider world. Current Opinion in Psychology, 25, 16–20 PubMedCrossRef
go back to reference Sheard, C., Clegg, J., Standen, P., & Cromby, J. (2001). Bullying and people with severe intellectual disability. Journal of Intellectual Disability Research, 45, 407–415 PubMedCrossRef Sheard, C., Clegg, J., Standen, P., & Cromby, J. (2001). Bullying and people with severe intellectual disability. Journal of Intellectual Disability Research, 45, 407–415 PubMedCrossRef
go back to reference Shulman, S., Elicker, J., & Sroufe, L. A. (1994). Stages of friendship growth in preadolescence as related to attachment history. Journal of Social and Personal Relationships, 11, 341–361 CrossRef Shulman, S., Elicker, J., & Sroufe, L. A. (1994). Stages of friendship growth in preadolescence as related to attachment history. Journal of Social and Personal Relationships, 11, 341–361 CrossRef
go back to reference 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 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
go back to reference Soresi, S., Nota, L., & Wehmeyer, M. L. (2011). Community involvement in promoting inclusion, participation and self-determination. International Journal of Inclusive Education, 15, 15–28 CrossRef Soresi, S., Nota, L., & Wehmeyer, M. L. (2011). Community involvement in promoting inclusion, participation and self-determination. International Journal of Inclusive Education, 15, 15–28 CrossRef
go back to reference Steele, H., & Steele, M. (2014). Attachment disorders: Theory, research, and treatment considerations. In M. Lewis, & K. D. Rudolph (Eds.), Handbook of Developmental Psychopathology (pp. 357–370). Springer Steele, H., & Steele, M. (2014). Attachment disorders: Theory, research, and treatment considerations. In M. Lewis, & K. D. Rudolph (Eds.), Handbook of Developmental Psychopathology (pp. 357–370). Springer
go back to reference Snyder, J. (2002). Reinforcement and coercion mechanisms in the development of antisocial behavior: Peer relationships. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 101–122). APA Snyder, J. (2002). Reinforcement and coercion mechanisms in the development of antisocial behavior: Peer relationships. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 101–122). APA
go back to reference Snyder, J., & Patterson, G. R. (1995). Individual differences in social aggression: A test of a reinforcement model of socialization in the natural environment. Behavior Therapy, 26, 371–391 CrossRef Snyder, J., & Patterson, G. R. (1995). Individual differences in social aggression: A test of a reinforcement model of socialization in the natural environment. Behavior Therapy, 26, 371–391 CrossRef
go back to reference Te Brinke, L. W., Schuiringa, H. D., & Matthys, W. (2021). Emotion regulation and angry mood among adolescents with externalizing problems and intellectual disabilities. Research in Developmental Disabilities, 109, 103833 PubMedCrossRef Te Brinke, L. W., Schuiringa, H. D., & Matthys, W. (2021). Emotion regulation and angry mood among adolescents with externalizing problems and intellectual disabilities. Research in Developmental Disabilities, 109, 103833 PubMedCrossRef
go back to reference 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 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
go back to reference Tipton, L. A., Christensen, L., & Blacher, J. (2013). Friendship quality in adolescents with and without an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 26, 522–532 PubMedCrossRef Tipton, L. A., Christensen, L., & Blacher, J. (2013). Friendship quality in adolescents with and without an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 26, 522–532 PubMedCrossRef
go back to reference 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 Disability, 80, 131–141 CrossRef 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 Disability, 80, 131–141 CrossRef
go back to reference Turk, V., Khattran, S., Kerry, S., Corney, R., & Painter, K. (2012). Reporting of health problems and pain by adults with intellectual disabilities and by their carers. Journal of Applied Research in Intellectual Disabilities, 25, 155–165 PubMedCrossRef Turk, V., Khattran, S., Kerry, S., Corney, R., & Painter, K. (2012). Reporting of health problems and pain by adults with intellectual disabilities and by their carers. Journal of Applied Research in Intellectual Disabilities, 25, 155–165 PubMedCrossRef
go back to reference Uljarević, M., Phillips, J. M., Schuck, R. K., Schapp, S., Solomon, E. M., Salzman, E., Allerhand, L., Libove, R. A., Frazier, T. W., & Hardan, A. Y. (2020). Exploring social subtypes in autism spectrum disorder: A preliminary study. Autism Research, 13, 1335–1342 PubMedCrossRef Uljarević, M., Phillips, J. M., Schuck, R. K., Schapp, S., Solomon, E. M., Salzman, E., Allerhand, L., Libove, R. A., Frazier, T. W., & Hardan, A. Y. (2020). Exploring social subtypes in autism spectrum disorder: A preliminary study. Autism Research, 13, 1335–1342 PubMedCrossRef
go back to reference Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14, 205–211 CrossRef Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14, 205–211 CrossRef
go back to reference Visser, E. M., Berger, H. J. C., Van Valk, S. L. D., Prins, H. M. J., J.B., & Teunisse, J. P. (2015). Cognitive shifting and externalising problem behaviour in intellectual disability and autism spectrum disorder. Journal of Intellectual Disability Research, 59, 755–766 PubMedCrossRef Visser, E. M., Berger, H. J. C., Van Valk, S. L. D., Prins, H. M. J., J.B., & Teunisse, J. P. (2015). Cognitive shifting and externalising problem behaviour in intellectual disability and autism spectrum disorder. Journal of Intellectual Disability Research, 59, 755–766 PubMedCrossRef
go back to reference Wadman, R., Durkin, K., & Conti-Ramsden, G. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). Journal of Speech Language and Hearing Research, 51(4), 938–952 CrossRef Wadman, R., Durkin, K., & Conti-Ramsden, G. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). Journal of Speech Language and Hearing Research, 51(4), 938–952 CrossRef
go back to reference Wechsler, D. (2008). Weschler Intelligence Scale for Children-Fourth Edition. Pearson Wechsler, D. (2008). Weschler Intelligence Scale for Children-Fourth Edition. Pearson
go back to reference Wells, T., Sandefur, G., & Hogan, D. (2003). What happens after the high school years among young persons with disabilities. Social Forces, 82(2), 803–832 CrossRef Wells, T., Sandefur, G., & Hogan, D. (2003). What happens after the high school years among young persons with disabilities. Social Forces, 82(2), 803–832 CrossRef
go back to reference Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I. M., Zwaigenbaum, L., Vaillancourt, T., Kerns, C., Volden, J., Waddell, C., Bennett, T., Georgiades, S., Ungar, W. J., & Elsabbagh, M. (2021). Profiles and predictors of academic and social school functioning among children with autism spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 50, 656–668 CrossRef Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I. M., Zwaigenbaum, L., Vaillancourt, T., Kerns, C., Volden, J., Waddell, C., Bennett, T., Georgiades, S., Ungar, W. J., & Elsabbagh, M. (2021). Profiles and predictors of academic and social school functioning among children with autism spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 50, 656–668 CrossRef
go back to reference Zeedyk, S. M., Rodriguez, G., Tipton, L. A., Baker, B. L., & Blacher, J. (2014). Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives. Research in Autism Spectrum Disorders, 8, 1173–1183 PubMedPubMedCentralCrossRef Zeedyk, S. M., Rodriguez, G., Tipton, L. A., Baker, B. L., & Blacher, J. (2014). Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives. Research in Autism Spectrum Disorders, 8, 1173–1183 PubMedPubMedCentralCrossRef
go back to reference Zhou, W., & McLellan, R. (2021). Examining social status profiles with gender, school attended, SES, academic achievement and wellbeing in urban china. Journal of Youth and Adolescence, 50, 1464–1477 PubMedPubMedCentralCrossRef Zhou, W., & McLellan, R. (2021). Examining social status profiles with gender, school attended, SES, academic achievement and wellbeing in urban china. Journal of Youth and Adolescence, 50, 1464–1477 PubMedPubMedCentralCrossRef
go back to reference Zimmer-Gembeck, M. J., & Webb, H. J. (2017). Body image and peer relationships: Unique associations of adolescents’ social status and competence with peer- and self-reported appearance victimization. Journal of Adolescence, 61, 131–140 PubMedCrossRef Zimmer-Gembeck, M. J., & Webb, H. J. (2017). Body image and peer relationships: Unique associations of adolescents’ social status and competence with peer- and self-reported appearance victimization. Journal of Adolescence, 61, 131–140 PubMedCrossRef
go back to reference Zimmer-Gembeck, M.J., & Webb, H.J. (2017) Body image and peer relationships: Unique associations of adolescents’ social status and competence with peer- and self-reported appearance victimization. Journal of Adolescence, 61, 131–140. Zimmer-Gembeck, M.J., & Webb, H.J. (2017) Body image and peer relationships: Unique associations of adolescents’ social status and competence with peer- and self-reported appearance victimization. Journal of Adolescence, 61, 131–140.
Metagegevens
Titel
Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment
Auteurs
Céleste Dubé
Alexandre J.S. Morin
István Tóth-Király
Elizabeth Olivier
Danielle Tracey
Victoria Smodis McCune
Rhonda G. Craven
Christophe Maïano
Publicatiedatum
07-11-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05783-w