Ghent University Academic Bibliography

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Aligning quality of life and guidelines for off-label psychotropic drugs in adults with intellectual disabilities and challenging behaviour

Filip Morisse (UGent)

(2023) JOURNAL OF INTELLECTUAL DISABILITY RESEARCH. 67(10). p.906-907
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- Journal Article
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- open access
Scale of emotional development : short : reliability and validity in adults with intellectual disability

Miriam Flachsmeyer, Paula Sterkenburg, Brian Barrett, Sandra Zaal, Jolanda Vonk, Filip Morisse (UGent) , Fransiska Gaese, Manuel Heinrich and Tanja Sappok

(2023) JOURNAL OF INTELLECTUAL DISABILITY RESEARCH. 67(10). p.1046-1060
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Motivational pathways underlying gifted underachievement : trajectory classes, longitudinal outcomes, and predicting factors

Alicia Ramos, Jeroen Lavrijsen, Lisa Linnenbrink-Garcia, Bart Soenens (UGent) , Maarten Vansteenkiste (UGent) , Sabine Sypré (UGent) , Michiel Boncquet and Karine Verschueren

(2023) GIFTED CHILD QUARTERLY. 67(3). p.179-197
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Aligning Quality of Life and guidelines for off-label psychotropic drugs in adults with intellectual disabilities and challenging behaviour

Pauline Laermans, Filip Morisse (UGent) , Marco Lombardi (UGent) , Sylvie Gérard, Stijn Vandevelde (UGent) , Gerda de Kuijper, Kurt Audenaert (UGent) and Claudia Claes (UGent)

(2023) INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES. 69(3). p.398-413
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Supporting independently living people with intellectual disabilities : a qualitative study into professional remote support practices

Miriam Zaagsma, Mark H. M. Koning, Karin M. Volkers, Alice P. Schippers and Geert Van Hove (UGent)

(2023) BRITISH JOURNAL OF LEARNING DISABILITIES. 51(3). p.379-388
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Brief report comparing the Scale of Emotional Development – Short (SED‐S) with other scales for emotional development

Tanja Sappok, Filip Morisse (UGent) , Miriam Flachsmeyer, Stijn Vandevelde (UGent) , M. Ilic and Brian Barrett

(2023) JOURNAL OF INTELLECTUAL DISABILITY RESEARCH. 67(10). p.1061-1068
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Parental report of early features of developmental coordination disorder : a qualitative study

Amy De Roubaix (UGent) , Dominique Van de Velde (UGent) and Hilde Van Waelvelde (UGent)

(2023) RESEARCH IN DEVELOPMENTAL DISABILITIES. 143.
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'You are so smart!' : the role of giftedness, parental feedback, and parents' mindsets in predicting students' mindsets

Michiel Boncquet, Jeroen Lavrijsen, Maarten Vansteenkiste (UGent) , Karine Verschueren and Bart Soenens (UGent)

(2022) GIFTED CHILD QUARTERLY. 66(3). p.220-237
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Psychometric properties of the Belgian LDCDQ (LDCDQ-BE) in a population based sample

Amy De Roubaix (UGent) and Hilde Van Waelvelde (UGent)

(2022) RESEARCH IN DEVELOPMENTAL DISABILITIES. 130.
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Sense of futility as subject of disciplinary action : do students with negative attitudes toward the educational system get disciplined more often?

Emma Degroote (UGent) and Mieke Van Houtte (UGent)

(2022) BEHAVIORAL DISORDERS. 47(3). p.155-165

Academic Bibliography

Aligning quality of life and guidelines for off-label psychotropic drugs in adults with intellectual disabilities and challenging behaviour

Scale of emotional development : short : reliability and validity in adults with intellectual disability

Motivational pathways underlying gifted underachievement : trajectory classes, longitudinal outcomes, and predicting factors

Aligning Quality of Life and guidelines for off-label psychotropic drugs in adults with intellectual disabilities and challenging behaviour

Supporting independently living people with intellectual disabilities : a qualitative study into professional remote support practices

Brief report comparing the Scale of Emotional Development – Short (SED‐S) with other scales for emotional development

Parental report of early features of developmental coordination disorder : a qualitative study

'You are so smart!' : the role of giftedness, parental feedback, and parents' mindsets in predicting students' mindsets

Psychometric properties of the Belgian LDCDQ (LDCDQ-BE) in a population based sample

Sense of futility as subject of disciplinary action : do students with negative attitudes toward the educational system get disciplined more often?

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