@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{moise-richard_real_2021,

title = {Real and virtual classrooms can trigger the same levels of stuttering severity ratings and anxiety in school-age children and adolescents who stutter},

author = {A. Moïse-Richard and L. Ménard and S. Bouchard and A. -L. Leclercq},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101691118&doi=10.1016%2fj.jfludis.2021.105830&partnerID=40&md5=e05dd193c76b1bad1d453aad4d87cc51},

doi = {10.1016/j.jfludis.2021.105830},

issn = {0094730X},

year  = {2021},

date = {2021-01-01},

journal = {Journal of Fluency Disorders},

volume = {68},

abstract = {Purpose: Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter. Methods: Ten children and adolescents who stutter (aged 9–17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions. Results: Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment. Conclusion: Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking. © 2021 Elsevier Inc.},

note = {Publisher: Elsevier Inc.},

keywords = {Adolescent, anticipatory anxiety, Anxiety, anxiety assessment, Anxiety disorder, Anxiety Disorders, article, Child, clinical article, controlled study, disease severity, female, human, Humans, male, psychological rating scale, Public speaking, school, school child, Schools, self report, software, speech, Stuttering, virtual learning environment},

pubstate = {published},

tppubtype = {article}

}

@article{st-jacques_is_2010,

title = {Is virtual reality effective to motivate and raise interest in phobic children toward therapy? A clinical trial study of in vivo with in virtuo versus in vivo only treatment exposure},

author = {J. St-Jacques and S. Bouchard and C. Bélanger},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955295979&doi=10.4088%2fJCP.08m04822blu&partnerID=40&md5=d542122407b00dcaecc8c51dcaf40610},

doi = {10.4088/JCP.08m04822blu},

issn = {01606689},

year  = {2010},

date = {2010-01-01},

journal = {Journal of Clinical Psychiatry},

volume = {71},

number = {7},

pages = {924–931},

abstract = {Objective: The first objective of this study was to assess if a combined treatment with mostly virtual reality-based (in virtuo) exposure increases phobic children's motivation toward therapy compared to children who only receive in vivo exposure. Another objective was the assessment of motivation as a predictor of treatment outcome. Method: Thirty-one DSM-IV-diagnosed arachnophobic participants aged from 8 to 15 years were randomly assigned to 1 of 2 treatment conditions: in vivo exposure alone or in virtuo plus in vivo exposure. Measures of motivation were taken at pretest and at the end of each part of the treatment; some other measures were taken at each session. The "Why Are You in Therapy?" questionnaire for children was the target measure of motivation and the main variable in the study. Outcome measures were taken at pretest, at the end of each part of the treatment, and at the 6-month follow-up. This study was conducted between September 2006 and March 2007. Results: The results showed that children who received in virtuo exposure did not show a higher level of motivation toward their treatment than those who received in vivo exposure, but statistically significant interactions were found for both parts of the treatment. Multiple regression analysis confirmed that motivation was a significant predictor of outcome (P < .01), especially extrinsic integrated motivation. Participants in the combined treatment were significantly more phobic before beginning treatment, but both treatments appeared successful (P < .001). Conclusions: In this study, the use of virtual reality did not increase motivation toward psychotherapy. At the end of the second part of therapy, all participants were comparably efficient in facing a live tarantula. These results bear important clinical implications concerning how to use virtual reality with children and concerning motivation of children toward therapy in general. They are discussed in the light of how to present in virtuo therapy to children. Trial Registration: controlled-trials.com Identifier: ISRCTN87716831. © Copyright 2010 Physicians Postgraduate Press, Inc.},

keywords = {Adolescent, Animals, article, Child, clinical article, clinical trial, cognitive therapy, Combined Modality Therapy, Computer-Assisted, controlled clinical trial, controlled study, exposure, female, follow up, human, Humans, Implosive Therapy, Internal-External Control, male, motivation, outcome assessment, phobia, Phobic Disorders, predictor variable, priority journal, psychotherapy, randomized controlled trial, school child, Spiders, Therapy, treatment outcome, User-Computer Interface, virtual reality},

pubstate = {published},

tppubtype = {article}

}

@article{page_comparative_2010,

title = {A comparative analysis of youth sex offenders and non-offender peers: Is there a difference in their coping strategies? [Analyse comparée d'un groupe de jeunes délinquants sexuels et de jeunes non délinquants sexuels : y a-t-il une différence au niveau de leurs stratégies d'adaptation ?]},

author = {C. A. Pagé and M. Tourigny and P. Renaud},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954501869&doi=10.1016%2fj.sexol.2009.11.001&partnerID=40&md5=ee716e11cfd3716ce582214044fb7bda},

doi = {10.1016/j.sexol.2009.11.001},

issn = {11581360 (ISSN)},

year  = {2010},

date = {2010-01-01},

journal = {Sexologies},

volume = {19},

number = {2},

pages = {109–118},

keywords = {Adolescent, adult, article, Child, child behavior, comparative study, controlled study, coping behavior, Coping Inventory for Stressful Situation, emotion, female, human, male, peer group, prediction, psychological rating scale, school child, Sexual Behavior, sexual crime, Stress},

pubstate = {published},

tppubtype = {article}

}

@article{page_comparative_2010-1,

title = {A comparative analysis of youth sex offenders and non-offender peers: Is there a difference in their coping strategies?},

author = {C. A. Pagé and M. Tourigny and P. Renaud},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954537963&doi=10.1016%2fj.sexol.2009.11.002&partnerID=40&md5=8bfd0b580c2b08569fa180ec7713b7ca},

doi = {10.1016/j.sexol.2009.11.002},

issn = {11581360 (ISSN)},

year  = {2010},

date = {2010-01-01},

journal = {Sexologies},

volume = {19},

number = {2},

pages = {78–86},

abstract = {Purpose: To investigate the coping strategies of youth sexual offenders, which are believed to be important elements in the development of sexual offending behaviours. Subjects and method: This cross-sectional study investigated two groups of male adolescents (n = 196) consisting of youth sexual offenders and non-offender peers. Examination of the coping strategies was measured by a Coping Inventory for Stressful Situations (CISS). Results: It was hypothesized that youth sexual offenders used sex-related activities and emotions as coping strategies to alleviate negative emotional states and problematic situations. The results obtained demonstrated that youth sexual offenders make less use of sex-related activities as a way of coping with stressful situations, but make more use of emotions-coping strategies when compared to non-offender peers. An attempt was made to predict youth as sexual offenders or non-offenders according to the coping strategies they used in times of stress. The logistic regression model used was statistically significant and the analysis performed increased the likelihood of correctly identifying youth sexual offenders based on the coping strategies used in times of stress. Conclusion: The results of the study demonstrated that youth sexual offenders have a tendency to use emotional responses to cope with life's difficulties, which may be increasing their level of stress and thereby placing them at a higher risk to offend sexually. © 2009 Elsevier Masson SAS. All rights reserved.},

keywords = {Adolescent, Adolescents, adult, article, Child, child psychiatry, comparative study, controlled study, coping behavior, Coping Inventory for Stressful Situation, Coping strategies, emotion, human, male, peer group, prediction, psychological rating scale, school child, Sexual Behavior, sexual crime, Sexual offending, Stress, Youth sexual offenders},

pubstate = {published},

tppubtype = {article}

}