PERFORM Publications

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Title		Authors	PubMed ID
1	Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study	Nadon L; Morin AJS; Gilbert W; Olivier E; Salmela-Aro K;	39645324 PSYCHOLOGY
2	Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities	Olivier E; Jolin A; Dubé C; Maïano C; Tracey D; Craven RG; Morin AJS;	38750342 PSYCHOLOGY
3	School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities	Dubé C; Morin AJS; Olivier E; Gilbert W; Tracey D; Craven RG; Maïano C;	37898583 PSYCHOLOGY
4	A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter?	Nadon L; Morin AJS; Olivier E; Archambault I; Smodis McCune V; Tóth-Király I;	37689436 PSYCHOLOGY
5	Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective	Dubé C; Morin AJS; Olivier E; Tóth-Király I; Tracey D; Craven RG; Maïano C;	36436145 PSYCHOLOGY
6	Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment	Dubé C; Morin AJS; Tóth-Király I; Olivier E; Tracey D; McCune VS; Craven RG; Maïano C;	36342629 PSYCHOLOGY
7	Validation of an Adapted Version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID)	Maïano C; Morin AJS; Gagnon C; Olivier E; Tracey D; Craven RG; Bouchard S;	35138559 PSYCHOLOGY
8	Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies	Olivier E; Morin AJS; Tardif-Grenier K; Archambault I; Dupéré V; Hébert C;	35038084 CONCORDIA
9	Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R)	Olivier E; Lacombe C; Morin AJS; Houle SA; Gagnon C; Tracey D; Craven RG; Maïano C;	34716523 PSYCHOLOGY
10	Development and Validation of a Multi-informant Measure of Social Behaviors for Youth with Intellectual Disabilities	Olivier E; Morin AJS; Tracey D; Verma N; Dubé C; Gagnon C; Craven RG; Maïano C;	34255229 PSYCHOLOGY
11	Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities	Dubé C; Olivier E; Morin AJS; Tracey D; Craven RG; Maïano C;	34185237 PSYCHOLOGY
12	Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value.	Olivier E, Galand B, Hospel V, Dellisse S	31999841 PSYCHOLOGY

Title:	Validation of an Adapted Version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID)
Authors:	Maïano C, Morin AJS, Gagnon C, Olivier E, Tracey D, Craven RG, Bouchard S
Link:	https://pubmed.ncbi.nlm.nih.gov/35138559/
DOI:	10.1007/s10803-021-05398-7
Publication:	Journal of autism and developmental disorders
Keywords:	Age; Intellectual disability; Measurement invariance; Multiple indicators multiple causes; Psychological wellbeing; Special education needs;
PMID:	35138559	Category:	Date Added:	2022-02-09
Dept Affiliation:	PSYCHOLOGY 1 Cyberpsychology Laboratory and Department of Psychoeducation and Psychology, Université du Québec en Outaouais, Campus de Saint-Jérôme, 5 rue Saint-Joseph, Saint-Jérôme, QC, J7Z 0B7, Canada. christophe.maiano@uqo.ca. 2 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada. christophe.maiano@uqo.ca. 3 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada. 4 Department of Psychoeducation and Psychology, Université du Québec en Outaouais, Campus de Saint-Jérôme, Saint-Jérôme, Canada. 5 Département de Psychopédagogie et d'andragogie, Université de Montréal, Montreal, Canada. 6 School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia. 7 Institute for Positive Psychology and Education, Australian Ca

Description:

The objective of the study was to validate adapted versions of the Glasgow Anxiety Scale for people with Intellectual Disabilities (GAS-ID) simultaneously developed in English and French. A sample of 361 youth with mild to moderate intellectual disability (ID) (M = 15.78 years) from Australia (English-speaking) and Canada (French-speaking) participated in this study. The results supported the factor validity and reliability, measurement invariance (between English and French versions), a lack of differential items functioning (as a function of youth's age and ID level, but not sex in the English-Australian sample), temporal stability (over one year interval), and convergent validity (with global self-esteem and school loneliness) of a bi-factor exploratory structural equation modeling representation of the GAS-ID. The present study supports the psychometric properties of the English-Australian and French-Canadian versions of the adapted GAS-ID.

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