@article{maiano_validation_2023,

title = {Validation of an Adapted Version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID)},

author = {C. Maïano and A. J. S. Morin and C. Gagnon and E. Olivier and D. Tracey and R. G. Craven and S. Bouchard},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125069450&doi=10.1007%2fs10803-021-05398-7&partnerID=40&md5=7347eb15e719941ce5eca046eb7f4564},

doi = {10.1007/s10803-021-05398-7},

issn = {01623257},

year  = {2023},

date = {2023-01-01},

journal = {Journal of Autism and Developmental Disorders},

volume = {53},

number = {4},

pages = {1560–1572},

abstract = {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. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.},

note = {Publisher: Springer},

keywords = {Adolescent, adult, Anxiety, anxiety assessment, article, Australia, autism, Autism Spectrum Disorder, Canada, Child, confirmatory factor analysis, controlled study, convergent validity, emotion assessment, English (language), exploratory structural equation modeling, female, French (language), glasgow anxiety scale, human, Humans, instrument validation, Intellectual Disability, intellectual impairment, intelligence quotient, loneliness, major clinical study, male, Psychometrics, psychometry, reliability, reproducibility, Reproducibility of Results, school child, school loneliness scale, self description questionnaire 1, self esteem, self report, self-concept assessment, statistical analysis, validity, Young Adult},

pubstate = {published},

tppubtype = {article}

}

@article{jacques_decoding_2018,

title = {The “Decoding of social interactions in virtual reality” tasks for autism spectrum people: Development of an intervention protocol and pilot testing},

author = {C. Jacques and V. Cloutier and S. Bouchard},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067871545&partnerID=40&md5=e33888550b28cf41db490b1f1d716097},

issn = {15548716},

year  = {2018},

date = {2018-01-01},

journal = {Annual Review of CyberTherapy and Telemedicine},

volume = {2018},

number = {16},

pages = {148–152},

abstract = {Virtual reality (VR) could provide an opportunity to engage people with autism in complex social interactions and improve their social skills. Our team developed a psychoeducationl program, named the Decoding Social Interaction Task in VR (DSITinVR), and this pilot study aims at exploring whether people with autism can improve their social cognition with DSITinVR as well as improving their social skills. Three AS adult males without intellectual disability were immersed in a 6-wall CAVE-Like system. Pre-and post-application of the program was assessed by the interviewer, participants and parents to document social decoding, social skills and social anxiety. Following exposition to DSITinVR, participants showed improvement in decoding social interactive situations. However, they showed less change in social skills and social anxiety. Based on the assessment of participants, parents and the interviewer, suggestions for modifying the program are proposed, including more situations dedicated to social-skills teaching, planned practice of skills between sessions, and reframing increase in awareness to avoid sensitization. © 2018, Interactive Media Institute. All rights reserved.},

note = {Publisher: Interactive Media Institute},

keywords = {adult, article, autism, human, male, pilot study, psychoeducation, social cognition, social competence, social interaction, social interaction test, social learning, social phobia, virtual reality},

pubstate = {published},

tppubtype = {article}

}