Evidence map›Paper›PMID 38750342›Full record

ArticleJournal of autism and developmental disorders2025

Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities.

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

Abstract read
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In one paragraph

Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing 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

1 citing paper in PubMed.

  1. 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

7 authors.

Elizabeth Olivier *Département de Psychopédagogie Et d'andragogie, Université de Montréal, 90, Avenue Vincent-d'Indy, Montréal, QC, H2V 2S9, Canada. elizabeth.olivier@umontreal.ca.ORCID http://orcid.org/0000-0001-6104-9789
Amy Jolin *Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, Canada.
Céleste DubéSubstantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, Canada.
Christophe MaïanoCyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO Campus de Saint-Jérôme), Saint-Jérome, QC, Canada.
Danielle TraceySchool of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia.
Rhonda G CravenInstitute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia.
Alexandre J S MorinSubstantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, 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 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.

Indexed as

Intellectual DisabilityAdolescentAustraliaBullyingCanadaChildCrime VictimsFemaleHumansInterpersonal RelationsMalePeer GroupStudentsYoung AdultExternalizing behaviorsInclusive educationIntellectual disabilitiesInternalizing behaviorsParental-child relationshipsPeer relationshipsPerson-centeredPsychosocial difficulties profilesSpecial education needsTeacher-student relationships

Identifiers

PMID38750342

What OpenQuestion holds

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Registered trials

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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.