Skip to main content
SpringerLink
Log in

Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

This study investigates associations between initial levels and change in the quality of the relationships youth with intellectual disabilities (ID) share with their parents and teachers, and changes in their levels of depression over time. A sample of 395 youth with mild (48.3%) and moderate (51.7%) ID, aged between 11 and 22 (M = 15.69), were recruited in Canada (n = 142) and Australia (n = 253). Youth completed self-report measures of relationship quality and depression twice over a one-year period. Initial levels of warmth (β = − .109) and conflict (β = − .302) predicted decreases in depression. Increases in warmth predicted decreases in depression (β = − .179), while increases in conflict predicted increases in depression (β = .268). Discrepancies between youth relationships with their parents and teachers predicted decreases in depression (βwarmth = − .732; βconflict = − .608).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Notes

  1. We also investigated possible interactions between relational warmth and relational conflict in the prediction of depression and found no evidence for any interactions.

References

  • Adrian, C., & Hammen, C. (1993). Stress exposure and stress generation in children of depressed mothers. Journal of Consulting and Clinical Psychology, 61, 354–359.

    Article  PubMed  Google Scholar 

  • Ainsworth, M. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709–716.

    Article  PubMed  Google Scholar 

  • American Psychological Association [APA]. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). American Psychological Association.

    Google Scholar 

  • American Psychological Association [APA]. (2013). Diagnostic and Statistical Manual, Fifth Edition (DSM-V). American Psychological Association.

    Google Scholar 

  • Asparouhov, T., & Muthén, B. (2010). Weighted least squares estimation with missing data. Mplus Technical Appendix. Muthén & Muthén.

    Google Scholar 

  • Baker, J. K., Fenning, R. M., Howland, M. A., & Huynh, D. (2019). Parental criticism and behavior problems in children with autism spectrum disorder. Autism, 23, 1249–1261.

    Article  PubMed  Google Scholar 

  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56–95.

    Article  Google Scholar 

  • Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A meta-analysis. School Psychology Review, 31, 405–427.

    Article  Google Scholar 

  • Beck, A. T. (1987). Cognitive models of depression. Journal of Cognitive Psychotherapy, 1, 5–37.

    Google Scholar 

  • Besemer, S., Loeber, R., Hinshaw, S. P., & Pardini, D. A. (2016). Bidirectional associations between externalizing behavior problems and maladaptive parenting within parent-son dyads across childhood. Journal of Abnormal Child Psychology, 44, 1387–1398.

    Article  PubMed  PubMed Central  Google Scholar 

  • Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.

    Article  Google Scholar 

  • Blacher, J., Baker, B. L., & Eisenhower, A. S. (2009). Student–teacher relationship stability across early school years for children with intellectual disability or typical development. American Journal on Intellectual and Developmental Disabilities, 114, 322–339.

    Article  PubMed  PubMed Central  Google Scholar 

  • Boele, S., Van der Graaff, J., De Wied, M., Van der Valk, I. E., Crocetti, E., & Branje, S. (2019). Linking parent–child and peer relationship quality to empathy in adolescence: A multilevel meta-analysis. Journal of Youth and Adolescence, 48, 1033–1055.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bowlby, J. (1973). Attachment and Loss. Separation Anxiety and Anger (2nd ed.). Hogarth Press.

    Google Scholar 

  • Bowlby, J. (1980). Attachment and Loss: Loss, Sadness, and Depression (3rd ed.). Basic Books.

    Google Scholar 

  • Brière, F. N., Archambault, K., & Janosz, M. (2013). Reciprocal prospective associations between depressive symptoms and perceived relationship with parents in early adolescence. Canadian Journal of Psychiatry, 58, 169–176.

    Article  PubMed  Google Scholar 

  • Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminism & Psychology, 3, 11–35.

    Article  Google Scholar 

  • Buhrmester, D. (1996). Need fulfillment, interpersonal competence, and the developmental contexts of early adolescent friendship. In W. Bukowski, A. Newcomb, & W. Hartup (Eds.), The Company they Keep: Friendship in Childhood and Adolescence (pp. 158–185). Cambridge University.

    Google Scholar 

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.

    Article  Google Scholar 

  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.

    Article  Google Scholar 

  • Chu, P., Saucier, D., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29, 624–645.

    Article  Google Scholar 

  • Ciarrochi, J., Morin, A. J. S., Sahdra, B., Litalien, D., & Parker, P. D. (2017). A Longitudinal person-centered perspective on youth social support: Relations with psychological wellbeing. Developmental Psychology, 53, 1154–1169.

    Article  PubMed  Google Scholar 

  • Costello, E. J., Foley, D. L., & Angold, A. (2006). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: II. Developmental epidemiology. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 8–25.

    Article  Google Scholar 

  • Craven, R.G., Morin, A.J.S., Tracey, D., Parker, P.D., & Zhong, H.F. (2015). Inclusive Education for Students with Intellectual Disabilities. Information Age.

  • Cuthill, F. M., Espie, C. A., & Cooper, S.-A. (2003). Development and psychometric properties of the Glasgow Depression Scale for people with a learning disability. British Journal of Psychiatry, 182, 347–353.

    Article  Google Scholar 

  • Davies, P. T., & Sturge-Apple, M. L. (2014). Family context in the development of psychopathology. In M. Lewis & K. D. Rudolph (Eds.), Handbook of developmental psychopathology (pp. 143–161). Springer.

    Chapter  Google Scholar 

  • Dubé, C., Olivier, E., Morin, A. J. S., Tracey, D., Craven, R. G., & Maïano, C. (2021). Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05117-2

    Article  PubMed  Google Scholar 

  • Eid, M. (2000). A multitrait-multimethod model with minimal assumptions. Psychometrika, 65, 241–261.

    Article  Google Scholar 

  • Eid, M., Nussbeck, F. W., Geiser, C., Cole, D. A., Gollwitzer, M., & Lischetzke, T. (2008). Structural equation modeling of multitrait-multimethod data: Different models for different types of methods. Psychological Methods, 13, 230–253.

    Article  PubMed  Google Scholar 

  • Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: A systematic review. Journal of Intellectual and Developmental Disability, 36, 137–143.

    Article  PubMed  Google Scholar 

  • Eisenhower, A. S., Baker, B. L., & Blacher, J. (2007). Early student–teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45, 363–383.

    Article  PubMed  PubMed Central  Google Scholar 

  • Enders, C. K. (2010). Applied Missing Data Analysis. Guilford.

    Google Scholar 

  • Finney, S. J., & DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural Equation Modeling: A Second Course (2nd ed., pp. 439–492). Information Age.

    Google Scholar 

  • Freund, P. A., Tietjens, M., & Strauss, B. (2013). Using rating scales for the assessment of physical self-concept: Why the number of response categories matters. Measurement, 17, 249–263.

    Google Scholar 

  • Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63, 119–133.

    Article  PubMed  Google Scholar 

  • Hamadi, L., & Fletcher, H. K. (2019). Are people with an intellectual disability at increased risk of attachment difficulties? A critical review. Journal of Intellectual Disabilities, 25, 114–130.

    Article  PubMed  Google Scholar 

  • Hoeve, M., Dubas, J. S., Eichelsheim, V. I., Van der Laan, P. H., Smeenk, W., & Gerris, J. R. (2009). The relationship between parenting and delinquency: A meta-analysis. Journal of Abnormal Child Psychology, 37, 749–775.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.

    Article  Google Scholar 

  • Inguglia, C., Ingoglia, S., Liga, F., Coco, A. L., & Cricchio, M. G. L. (2015). Autonomy and relatedness in adolescence and emerging adulthood: Relationships with parental support and psychological distress. Journal of Adult Development, 22, 1–13.

    Article  Google Scholar 

  • Jones, E. E. (1964). lngratiation. Appleton-Century-Croft.

    Google Scholar 

  • Kendall-Tackett, K., Lyon, T., Taliaferro, G., & Little, L. (2005). Why child maltreatment researchers should include children’s disability status in their maltreatment studies. Child Abuse & Neglect, 29, 147–151.

    Article  Google Scholar 

  • Kerstis, B., Åslund, C., & Sonnby, K. (2018). More secure attachment to the father and the mother is associated with fewer depressive symptoms in adolescents. Upsala Journal of Medical Sciences, 123, 62–67.

    Article  PubMed  PubMed Central  Google Scholar 

  • Laursen, B., & Collins, W. A. (2004). Parent-child communication during adolescence. In A. L. Vangelisti (Ed.), Handbook of Family Communication (pp. 333–348). Erlbaum.

    Google Scholar 

  • Lee, A., & Hankin, B. L. (2009). Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of Clinical Child & Adolescent Psychology, 38, 219–231.

    Article  Google Scholar 

  • Lewis, C. (1981). The effects of parental firm control: A reinterpretation of findings. Psychological Bulletin, 90, 547–563.

    Article  Google Scholar 

  • Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48, 936–949.

    Article  PubMed  Google Scholar 

  • Longobardi, C., Settanni, M., Prino, L. E., Fabris, M. A., & Marengo, D. (2019). Students’ Psychological Adjustment in normative school transitions from kindergarten to high school: Investigating the role of teacher-student relationship quality. Frontiers in Psychology, 10, 1238.

    Article  PubMed  PubMed Central  Google Scholar 

  • Maguire, S. A., Williams, B., Naughton, A. M., Cowley, L. E., Tempest, V., Mann, M. K., Teague, M., & Kemp, A. M. (2015). A systematic review of the emotional, behavioural and cognitive features exhibited by school-aged children experiencing neglect or emotional abuse. Child: Care. Health and Development, 41, 641–653.

    Article  Google Scholar 

  • Maïano, C., Coutu, S., Tracey, D., Bouchard, S., Lepage, G., Morin, A. J. S., & Moullec, G. (2018). Prevalence of anxiety and depressive disorders among youth with intellectual disabilities: A systematic review and meta-analysis. Journal of Affective Disorders, 236, 230–242.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Hau, K.-T., & Grayson, D. (2005). Goodness of fit evaluation in structural equation modeling. In A. Maydeu-Olivares & J. McArdle (Eds.), Contemporary Psychometric (pp. 275–340). Erlbaum.

    Google Scholar 

  • Marsh, H. W., Hau, K.-T., Wen, Z., Nagengast, B., & Morin, A. J. S. (2013). Moderation. In T. D. Little (Ed.), Oxford Handbook of Quantitative Methods (Vol. 2, pp. 361–386). Oxford University.

    Google Scholar 

  • McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577–605.

    Article  PubMed  Google Scholar 

  • McDonald, R. P. (1970). Theoretical foundations of principal factor analysis and alpha factor analysis. British Journal of Mathematical and Statistical Psychology, 23, 1–21.

    Article  Google Scholar 

  • McElwain, N. L., & Booth-LaForce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant-mother attachment security. Journal of Family Psychology, 20, 247–255.

    Article  PubMed  Google Scholar 

  • Merikangas, K. R., & Knight, E. (2009). The epidemiology of depression in adolescents. In S. Nolen-Hoeksema & L. M. Hilt (Eds.), Handbook of Depression in Adolescents (pp. 386–404). Taylor & Francis.

    Google Scholar 

  • Millsap, R. (2011). Statistical Approaches to Measurement Invariance. Taylor & Francis.

    Google Scholar 

  • Morin, A. J. S., Arens, A. K., Maïano, C., Ciarrochi, J., Tracey, D., Parker, P. D., & Craven, R. G. (2017). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence, 46, 801–825.

    Article  PubMed  Google Scholar 

  • Morin, A. J. S., Boudrias, J.-S., Marsh, H. W., Madore, I., & Desrumaux, P. (2016). Further reflections on disentangling shape and level effects in person-centered analyses: An illustration aimed at exploring the dimensionality of psychological health. Structural Equation Modeling, 23, 438–454.

    Article  Google Scholar 

  • Morin, A. J. S., Myers, N. D., & Lee, S. (2020). Modern factor analytic techniques: Bifactor models, exploratory structural equation modeling (ESEM) and bifactor-ESEM. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology (4th ed., pp. 1044–1073). Wiley.

    Chapter  Google Scholar 

  • Muris, P., & Maas, A. (2004). Strengths and difficulties as correlates of attachment style in institutionalized and non-institutionalized children with below-average intellectual abilities. Child Psychiatry and Human Development, 34, 317–328.

    Article  PubMed  Google Scholar 

  • Muthén, L., & Muthén, B. (2019). Mplus User’s Guide. Muthén & Muthén.

    Google Scholar 

  • Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D., & Eisner, M. (2017). A non-bipartite propensity score analysis of the effects of teacher–student relationships on adolescent problem and prosocial behavior. Journal of Youth and Adolescence, 46, 1661–1687.

    Article  PubMed  Google Scholar 

  • Olivier, E., Azarnia, P., Morin, A. J. S., Houle, S. A., Dubé, C., Tracey, D., & Maïano, C. (2020). The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. Research in Developmental Disabilities, 98, 103572.

    Article  PubMed  Google Scholar 

  • Olivier, E., Lacombe, C., Morin, A. J. S., Houle, S. A., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021). Validation of a revised version of the Center for Epidemiologic Depression Scale for youth with intellectual disabilities (CESD-ID-R). Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05334-9

    Article  PubMed  Google Scholar 

  • Olivier, E., Morin, A. J. S., Verma, N., Dubé, C., Gagnon, C., Tracey, D., Craven, R. G., & Maïano, C. (2021b). Development and validation of a multi-informant measure of social behavior for youth with intellectual disabilities. Research on Child and Adolescent Psychopathology, 49, 1649–1667.

    Article  PubMed  Google Scholar 

  • Pianta, R. C. (1999). Enhancing Relationships between Children and Teachers. APA.

    Book  Google Scholar 

  • Pianta, R. C. (2001). Student-Teacher Relationship Scale-Short Form. Psychological Assessment.

    Google Scholar 

  • Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53, 873–932.

    Article  PubMed  Google Scholar 

  • Planalp, E. M., & Braungart-Rieker, J. M. (2013). Temperamental precursors of infant attachment with mothers and fathers. Infant Behavior and Development, 36, 796–808.

    Article  PubMed  Google Scholar 

  • Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56, 345–365.

    Article  PubMed  Google Scholar 

  • Priestley, M. (2003). Disability: A Life Course Approach. Polity.

    Google Scholar 

  • Rodas, N. V., Zeedyk, S. M., & Baker, B. L. (2016). Unsupportive parenting and internalising behaviour problems in children with or without intellectual disability. Journal of Intellectual Disability Research, 60, 1200–1211.

    Article  PubMed  Google Scholar 

  • Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale-Revised. Stoelting.

    Google Scholar 

  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231.

    Article  Google Scholar 

  • Schwab, S., & Rossmann, P. (2020). Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs. Educational Studies, 46, 302–315.

    Article  Google Scholar 

  • Searle, A. K., Miller-Lewis, L. R., Sawyer, M. G., & Baghurst, P. A. (2013). Predictors of children’s kindergarten classroom engagement: Preschool adult–child relationships, self-concept, and hyperactivity/inattention. Early Education & Development, 24, 1112–1136.

    Article  Google Scholar 

  • Siddaway, A. P., Wood, A. M., & Taylor, P. J. (2017). The Center for Epidemiologic Studies-Depression (CES-D) scale measures a continuum from well-being to depression: Testing two key predictions of positive clinical psychology. Journal of Affective Disorders, 213, 180–186.

    Article  PubMed  PubMed Central  Google Scholar 

  • Skrondal, A., & Laake, P. (2001). Regression among factor scores. Psychometrika, 66, 563–575.

    Article  Google Scholar 

  • Smokowski, P. R., Bacallao, M. L., Cotter, K. L., & Evans, C. B. (2015). The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth. Child Psychiatry & Human Development, 46, 333–345.

    Article  Google Scholar 

  • Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236.

    Article  Google Scholar 

  • Swann, W. B. (1983). Self-verification; Bringing social reality into harmony with the self. In J. Suls & A. G. Greenwald (Eds.), Social Psychological Perspectives on the Self (Vol. 2, pp. 33–66). Erlbaum.

    Google Scholar 

  • Teague, S. J., Newman, L. K., Tonge, B. J., & Gray, K. M. (2018). Caregiver mental health, parenting practices, and perceptions of child attachment in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 2642–2652.

    Article  PubMed  Google Scholar 

  • Tipton-Fisler, L. A., Rodriguez, G., Zeedyk, S. M., & Blacher, J. (2018). Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development. Research in Developmental Disabilities, 80, 131–141.

    Article  PubMed  PubMed Central  Google Scholar 

  • Tóth-Király, I., Morin, A. J. S., & Salmela-Aro, K. (2021). A Longitudinal perspective on the associations between work engagement and workaholism. Work & Stress, 35, 27–56.

    Article  Google Scholar 

  • Totsika, V., Hastings, R. P., Vagenas, D., & Emerson, E. (2014). Parenting and the behavior problems of young children with an intellectual disability: Concurrent and longitudinal relationships in a population-based study. American Journal on Intellectual and Developmental Disabilities, 119, 422–435.

    Article  PubMed  Google Scholar 

  • Turk, V., Khattran, S., Kerry, S., Corney, R., & Painter, K. (2012). Reporting of health problems and pain by adults with an intellectual disability and by their carers. Journal of Applied Research in Intellectual Disabilities, 25, 155–165.

    Article  PubMed  Google Scholar 

  • Twenge, J. M., & Nolen-Hoeksema, S. (2002). Age, gender, race, socioeconomic status, and birth cohort difference on the children’s depression inventory: A meta-analysis. Journal of Abnormal Psychology, 111, 578–588.

    Article  PubMed  Google Scholar 

  • Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14, 205–211.

    Article  Google Scholar 

  • Weschler, D. (2008). Weschler Intelligence Scale for Children-Fourth Edition. Pearson.

    Google Scholar 

  • Withers, M. C., McWey, L. M., & Lucier-Greer, M. (2016). Parent–adolescent relationship factors and adolescent outcomes among high-risk families. Family Relations, 65, 661–672.

    Article  Google Scholar 

  • Wood, A. M., Taylor, P. J., & Joseph, S. (2010). Does the CES-D measure a continuum from depression to happiness? Comparing substantive and artifactual models. Psychiatry Research, 177, 120–123.

    Article  PubMed  Google Scholar 

  • Wright, M. F. (2017). Cyber victimization and depression among adolescents with intellectual disabilities and developmental disorders: The moderation of perceived social support. Journal of Mental Health Research in Intellectual Disabilities, 10, 126–143.

    Article  Google Scholar 

  • Yap, M. B. H., Pilkington, P. D., Ryan, S. M., & Jorm, A. F. (2014). Parental factors associated with depression and anxiety in young people: A systematic review and meta-analysis. Journal of Affective Disorders, 156, 8–23.

    Article  PubMed  Google Scholar 

  • Yu, C. Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. University of California.

    Google Scholar 

Download references

Funding

This study was supported by grants from the Australian Research Council (DP140101559) and from the Social Sciences and Humanities Research Council of Canada (430-2012-0091, 435-2014-0909). In the preparation of this paper, the second author was also supported by a grant from the Social Sciences and Humanities Research Council of Canada (435-2018-0368).

Author information

Authors and Affiliations

  1. Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada

    Céleste Dubé, Alexandre J. S. Morin & István Tóth-Király

  2. Département de psychopédagogie et d’andragogie, Université de Montréal, Montréal, Canada

    Elizabeth Olivier

  3. School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia

    Danielle Tracey

  4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia

    Rhonda G. Craven

  5. Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérome, Canada

    Christophe Maïano

Authors
  1. Céleste Dubé
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alexandre J. S. Morin
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Elizabeth Olivier
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. István Tóth-Király
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Danielle Tracey
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Rhonda G. Craven
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Christophe Maïano
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Céleste Dubé: Conceptualization, Methodology, Analyses, Writing (original draft, review, editing); Alexandre J.S. Morin: Funding (both countries), Study Design (both countries), Data Collection (Australia), Conceptualization, Methodology, Analyses, Writing (original draft, review, editing); Elizabeth Olivier: Conceptualization, Methodology, Analyses, Writing (original draft, review, editing); István Tóth-Király: Methodology, Analyses, Writing (original draft, review, editing); Danielle Tracey: Funding (Australia), Study Design (Australia), Data Collection (Australia), Writing (original draft, review, editing); Rhonda G. Craven: Funding (Australia), Study Design (Australia), Data Collection (Australia), Writing (original draft, review, editing); Christophe Maïano: Funding (both countries), Study Design (both countries), Data Collection (Canada), Conceptualization, Methodology, Writing (original draft, review, editing).

Corresponding author

Correspondence to Alexandre J. S. Morin.

Ethics declarations

Conflicts of interest

The authors have no conflicts of interest to declare that are relevant to the content of this article.

Research Involving Human Participants or Animals

Authorization to conduct the study was obtained from the research ethics committees of the fifth, sixth and seventh authors’ institutions

Informed Consent

All participants and their parents provided voluntary and informed consent following procedures outlined in the Method section.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

See Table 5.

Table 5 Complete list of items for the measures of student–teacher and parent–child relationship
Full size table

Answer scales for youth self-reports:

figure a

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dubé, C., Morin, A.J.S., Olivier, E. et al. Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective. J Autism Dev Disord 54, 673–690 (2024). https://doi.org/10.1007/s10803-022-05805-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-022-05805-7

Keywords

Search

Navigation