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Journal of Autism and Developmental Disorders

15-05-2024 | Original Article

Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities

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

Gepubliceerd in: Journal of Autism and Developmental Disorders

Abstract

This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent–child relationship (i.e., warmth and conflict), student–teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11–22 years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student–teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student–teacher warmth.

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Titel: Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities
Auteurs: Elizabeth Olivier
Amy Jolin
Céleste Dubé
Christophe Maïano
Danielle Tracey
Rhonda G. Craven
Alexandre J. S. Morin
Publicatiedatum: 15-05-2024
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/s10803-024-06359-6

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