Evidence map›Paper›PMID 34185237›Full record

ArticleJournal of autism and developmental disorders2022

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

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

Abstract read
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In one paragraph

Article in Journal of autism and developmental disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Céleste Dubé *Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
Elizabeth Olivier *Département de psychopédagogie et d'andragogie, Université de Montréal, Montreal, Canada.
Alexandre J S MorinSubstantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada. alexandre.morin@concordia.ca.ORCID http://orcid.org/0000-0001-6898-4788
Danielle TraceySchool of Education, Western Sydney University, Sydney, Australia.
Rhonda G CravenInstitute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia.
Christophe MaïanoCyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérôme, Canada.

Funding

Australian Research Council DP140101559Social Sciences and Humanities Research Council of Canada 430-2012-0091Social Sciences and Humanities Research Council of Canada 435-2014-0909Social Sciences and Humanities Research Council of Canada 435-2018-0368
6 · The paper itself

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.

Indexed as

Autism Spectrum DisorderIntellectual DisabilityAdolescentAdultHumansParentsReproducibility of ResultsSchool TeachersConfirmatory factor analysisIntellectual disabilityMeasurementParent–child relationshipsScale validationSpecial education needsStudent–teacher relationships

Identifiers

PMID34185237

What OpenQuestion holds

Textmetadata
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.