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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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 last author was also supported by a grant from the Social Sciences and Humanities Research Council of Canada (435–2018-0368).
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Elizabeth Olivier: Conceptualization, Methodology, Analytical Support, Writing (original draft, review, editing); Amy Jolin: Conceptualization, Methodology, Analyses, Writing (original draft, review, editing); Céleste Dubé: Conceptualization, Methodology, Analyses, Writing (original draft, review, editing); Christophe Maïano: Funding (both countries), Study Design (both countries), Data Collection (Canada), Conceptualization, Methodology, 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); Alexandre J.S. Morin: Funding (both countries), Study Design (both countries), Data Collection (Australia), Conceptualization, Methodology, Analytical Support, Writing (original draft, review, editing).
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Olivier, E., Jolin, A., Dubé, C. et al. Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities. J Autism Dev Disord (2024). https://doi.org/10.1007/s10803-024-06359-6
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DOI: https://doi.org/10.1007/s10803-024-06359-6