Family Interaction and Learning Disabilities-Reference-Cited by-同舟云学术

Family Interaction and Learning Disabilities

Published:1984-11 Issue:9 Volume:17 Page:540-543
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Amerikaner Martin J.¹,Omizo Michael M.²

Affiliation:

1. Martin J. Amerikaner is associate professor in the department of educational psychology, University of Houston. He received his PhD in psychology from the University of Florida.

2. Michael M. Omizo is associate professor in the department of educational psychology. University of Houston. He received his PhD in educational psychology and measurement from the University of Southern California. Address: Martin J. Amerikaner, University of Houston, Central Campus, College of Education, Educational Psychology Department, Houston, TX 77004.

Abstract

This study explored the relationship of family systems theory to understanding the problems associated with learning disabilities in school children. Hypotheses were developed relating family interaction to classification of children as learning disabled (LD), emotionally disturbed (ED) and normal (N). The parents of 90 children (n = 30 LD, 30 ED, 30 N) completed The Family Adaptability and Cohesion Evaluation Scales (FACES). Results provided partial support for the hypotheses, and were discussed in terms of: (1) implications for assessing and intervening in problems identified as learning disabilities, and (2) methods for practitioners to assist this population.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221948401700907

Reference12 articles.

1. Influence of Maternal Attitudes on Children with Reading Disabilities

2. Maternal Child Rearing Attitudes Associated with Learning Disabilities

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