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Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities
Dubé, Céleste Olivier, Elizabeth Morin, Alexandre J. S. Tracey, Danielle Craven, Rhonda Gai Maiano, Christophe
Dubé, Céleste
Olivier, Elizabeth
Morin, Alexandre J. S.
Tracey, Danielle
Craven, Rhonda Gai
Maiano, Christophe
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.
Keywords
measurement, student–teacher relationships, parent–child relationships, intellectual disability, special education needs, confirmatory factor analysis, scale validation
Date
2022
Type
Journal article
Journal
Journal of Autism and Developmental Disorders
Book
Volume
52
Issue
6
Page Range
2670-2688
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled