Background  There is a general agreement in the literature that no systematic correlation exists between parental intellectual disability per se and parenting performance. Yet, a few studies in the field of parents and parenting with intellectual disability have explored other potential determinants of parenting and child outcomes. In this study, we examined the relationship between maternal social support, psychological well‐being, parenting style, quality of the home environment and child problem behaviours. Materials and Methods  The sample included 32 mothers recruited through agencies that offer services exclusively to persons with intellectual disabilities and their families, and each mother’s oldest child in the 2‐ to 13‐year age range. In a series of semi‐structured interviews, participating mothers completed a demographic and social support questionnaire, the SF‐36 (health measure), the Parenting Stress Index, the HOME Inventory and the Child Behavior Checklist. Parenting style was assessed using the Canadian National Longitudinal Study on Children and Youth parenting questionnaire. Results  On an average, the participating mothers reported poorer physical and mental health compared with population norms. However, a few reported clinically significant levels of parenting stress. Overall, the target children did not have significant problem behaviours, but these were more common in older children. Main findings include a significant correlation between parenting stress, parenting style and perceived child problem behaviours. Conclusion  Global assessment, including health status (mental and physical) and level of parenting stress, as well as everyday life and parenting skills is recommended as basis for designing individualized supports and services for mothers with intellectual disabilities.

ABSTRACTFamilies of adults with an intellectual disability (ID) face post-parent transition when they can no longer assume their son’s or daughter’s care. This exploratory study aims to assess the perceptions of 12 mothers (Mage= 65.1; years,SD: 11) sharing a household with an adult with an ID (Mage= 36.9;SD: 11.4)): benefits and constraints of cohabitation, residence transition planning, perceptions and emotions about the future. The results of a questionnaire completed in an interview indicate that several mothers can envision siblings becoming potential caregivers for the future and that the transition generates emotions relating to their son’s or daughter’s welfare. However, participants’ planning of the transition is not advanced in most cases.

Cet article examine les pratiques et les perceptions des psychologues scolaires québécois face à l'évaluation des élèves référés pour des difficultés d'apprentissage au primaire. L'objectif est de déterminer la proportion de la clientèle des psychologues scolaires que représentent les élèves en difficulté d'apprentissage, le temps consacré à l'évaluation de ces derniers, les définitions des difficultés d'apprentissage sur lesquelles s'appuient les psychologues, les principaux instruments de mesure employés, et le rôle du psychologue dans le diagnostic. Soixante-seize psychologues scolaires participent à cette recherche. La majorité des répondants estiment que les élèves en difficulté d'apprentissage représentent plus de 50% de leur clientèle. Ils rapportent que 72% du temps qu'ils dédient à cette clientèle est consacré à l'évaluation. Tous les participants révèlent avoir recours aux échelles de Wechsler, mais les pratiques diffèrent grandement quant aux autres tests utilisés. Ils déplorent l'absence de consensus quant au processus d'évaluation et d'identification.Abstract: This article explores the assessment practices of Quebec school psychologists in the evaluation of elementary school students referred for suspected learning disabilities as well as their perceptions of these practices. The purpose of this study is to identify the ratio of learning disabled students within the school psychologist's clientele, the time spent assessing these students, the learning disabilities definition used by psychologists, the most frequently used assessment tools, and the psychologist's role in the diagnosis of learning disabilities. Seventy-six school psychologists participate in this research. The majority of participants estimates that learning-disabled students represent more than 50% of their clientele. Seventy-two percent of the time they devote to these students is spent doing assessments. Results show that all participants use the Wechsler Scales. However, their assessment practices vary greatly, as they use a variety of other tests. They deplore the lack of consensus over assessment and identification procedures.

Au Québec, la Loi sur l’instruction publique rend obligatoire la rédaction d’un plan d’intervention pour tout élève handicapé ou en difficulté. Cette étude a évalué les plans de quinze élèves (Mâge= 8,26, ÉT= 1,58) ayant un trouble envahissant du développement. En moyenne, les plans incluent 3,5 objectifs pour chaque élève. Seule la moitié des objectifs formulés dans ces plans ont été évalués suffisamment opérationnels pour suivre la progression des élèves. Cet article présente différentes recommandations pour pallier aux lacunes observées dans la formulation des objectifs.The Law on Public Education in Quebec has made individualized education plans for exceptional children mandatory. This study aimed to assess the plans of fifteen students (Mage = 8.26, SD = 1.58) with a pervasive developmental disorder. Data analysis reveals a mean of 3.5 specific objectives by plan (for each student). This study found that approximatively half of the objectives are evaluated with sufficient precision to monitor progress. The discussion presents recommendations to address the observed difficulties when formulating objectives

Questionnaires concerning attitudes toward use of microcomputers at home, in school, and at video arcades were administered to 879 high school students. Direct observations of adolescent proxemics and sex differences, and of various parameters of video games in 18 video arcades were made. A thorough and representative content analysis of sex bias of microcomputer software advertising brochures was carried out. Results supported previous findings of overrepresentation of masculine culture in the adolescent world of microcomputers, particularly regarding video games. Various types of computer-related activity were not related to socioeconomic class of the parents or to academic grades except for use of home microcomputers, which was mildly positively related to socioeconomic class (r = .124, p less than .001). Nearly half the activity in the arcades was strictly solitary. None of the arcade video games allowed for cooperative play. Most allowed only for sequential competition (86%) or simultaneous competition (7%); as many as 7% did not provide a display of the scores for a second player.