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

被引：0
作者：
Céleste Dubé
Elizabeth Olivier
Alexandre J. S. Morin
Danielle Tracey
Rhonda G. Craven
Christophe Maïano
机构：
[1] Concordia University,Substantive
[2] Université de Montréal,Methodological Synergy Research Laboratory, Department of Psychology
[3] Western Sydney University,Département de psychopédagogie et d’andragogie
[4] Australian Catholic University,School of Education
[5] Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme),Institute for Positive Psychology and Education
来源：
Journal of Autism and Developmental Disorders | 2022年 / 52卷
关键词：
Measurement; Student–teacher relationships; Parent–child relationships; Intellectual disability; Special education needs; Confirmatory factor analysis; Scale validation;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
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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页码：2670 / 2688
页数：18
相关论文
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