Literaturnachweis - Detailanzeige
Autor/inn/en | Dubé, Céleste; Olivier, Elizabeth; Morin, Alexandre J. S.; Tracey, Danielle; Craven, Rhonda G.; Maïano, Christophe |
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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 |
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 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 |