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29-06-2021 | Original Paper

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

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

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2022

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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.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Voetnoten
1
The original Student–Teacher Relationship Scale also includes a Dependency subscale. However, compared to the Warmth and Conflict subscales, the dependency subscale is rarely used in part due to its poorer psychometric properties (Pianta, 2001). For this reason, it was also not included in the current validation study.
 
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Metagegevens
Titel
Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities
Auteurs
Céleste Dubé
Elizabeth Olivier
Alexandre J. S. Morin
Danielle Tracey
Rhonda G. Craven
Christophe Maïano
Publicatiedatum
29-06-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-021-05117-2

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