Département de Psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada.
Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montréal, Canada.
Res Child Adolesc Psychopathol. 2021 Dec;49(12):1649-1667. doi: 10.1007/s10802-021-00846-5. Epub 2021 Jul 13.
Youth with intellectual disability (ID) are at an increased risk of displaying fewer prosocial behaviors and more numerous aggressive behaviors in various environments. This study proposes a new multi-informant (youth, teachers, and parents) measure of social behaviors for youth with ID. The sample includes 348 youth with mild (51.41%) and moderate (48.59%) levels of ID, aged 11-22 years old (M = 15.73, SD = 2.14; including 138 females), enrolled in secondary schools in Canada (French-speaking; N = 116; 33.33%) and Australia (English-speaking; N = 232; 66.67%). Measures were completed by the participants, their teachers, and their parents. Results support the reliability, factor validity, discriminant validity (in relation to sex, ID level, and country), concurrent validity (with measures of victimization, depression, hyperactivity-inattention), and one-year test-retest stability of the measure. Youth, teachers, and parents all provided a complementary perspective on youth social behaviors, consistent with youth adjusting their behaviors to the various environments in which they share social interactions.
智障青年（ID）在各种环境中表现出较少亲社会行为和更多攻击行为的风险增加。本研究提出了一种新的多信息源（青年、教师和家长）智障青年社会行为的测量方法。样本包括 348 名轻度（51.41%）和中度（48.59%）智障水平、年龄在 11-22 岁（M = 15.73，SD = 2.14；包括 138 名女性）的青年，他们在加拿大（法语；N = 116；33.33%）和澳大利亚（英语；N = 232；66.67%）的中学就读。参与者、他们的老师和他们的父母完成了这些措施。结果支持该措施的可靠性、因子有效性、判别有效性（与性别、ID 水平和国家有关）、同时有效性（与受害、抑郁、多动注意力不集中的措施有关）和一年的测试-再测试稳定性。青年、教师和家长都对青年的社会行为提供了一个互补的视角，这与青年根据他们分享社会互动的各种环境调整自己的行为是一致的。
