MENTAL RETARDATION--FAMILY EFFECTS ON SCHOOL SUCCESS

智力低下——家庭对学业成功的影响

• 批准号: 3324521
• 负责人: MARY K REID
• 金额: $ 12.08万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-06-01 至 1992-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3324521
• 关键词: academic achievement; child mental disorders; cognition; coping; emotional adjustment; family structure /dynamics; goal oriented behavior; human subject; mental retardation; preschool child (1-5); psychological stressor; satisfaction; social adjustment; stress

Research on families with a mentally retarded child has emphasized the role of stress and coping. Interestingly, many families with a retarded child do not report high levels of stress or disappointment. Further research is needed on the processes contributing to how family members adapt to (1) the presence of a retarded child and (2) the demands of the school setting. A conceptual framework is proposed to account for differences in family adjustment over a 3 year period. The proposed study focuses on the role of family goals, emotional support, and cognitive stimulation within the home as variables that mediate a child's successful transition into the school environment. Three groups will be studied: (1) 40 families with a 5 yr old mildly retarded child, (2) 40 families with a same chronological age (CA) non-retarded child (matched for sex and birthorder), and (3) 40 families with a same mental age (MA) non- retarded child (matched for sex and birthorder). CA and MA comparison groups are needed to differentiate effects related to mental retardation versus other developmental influences. Data to be gathered include: direct behavioral observations of all family members, demographic background, family goals, parents' behavioral strategies to promote social-emotional security and cognitive achievement, home environment, reports of family relationships and social support, family satisfaction, and children's cognitive and social performance. Recently developed instruments that utilize a child dialogue format and provide a reliable picture of the child's view of the family and of self (i.e., perceptions of behavioral strengths and weaknesses) will be used. Each family will be visited twice a year for 3 years. Multivariate repeated measures analysis of co-variance (controlling for SES) will assess the significance of child variables and family variables in determining (a) child's success in school and (b) family adjustment over time. Structural equation analyses will test the degree to which the conceptual framework proposed accounts for differences in how individual families adjust to their retarded or non-retarded child. The findings are relevant to understanding the processes that mediate successful family adjustment and school adaptation.

针对智障儿童家庭的研究强调 压力和应对的作用。 有趣的是，很多家庭都有 智障儿童不会报告有高水平的压力或 失望。 需要进一步研究过程 有助于家庭成员如何适应 (1) 的存在 弱智儿童和（2）学校环境的要求。 一个 提出概念框架是为了解释 3年期间的家庭调整。 拟议的研究重点关注家庭目标、情感的作用 家庭内的支持和认知刺激作为变量 帮助孩子成功过渡到学校 环境。 将研究三组​​： (1) 40 个患有以下疾病的家庭 5岁轻度弱智儿童，（2）40个有相同情况的家庭 实际年龄 (CA) 非弱智儿童（性别和年龄相匹配） 出生顺序），以及（3）40个具有相同心理年龄（MA）的家庭，非 智障儿童（性别和出生顺序匹配）。 加州和马萨诸塞州 需要进行比较组来区分相关的影响 精神发育迟滞与其他发育影响。 数据至 收集的内容包括： 所有家庭的直接行为观察 成员、人口背景、家庭目标、父母行为 促进社会情感安全和认知的策略 成就、家庭环境、家庭关系报告以及 社会支持、家庭满意度以及儿童的认知和 社会表现。 最近开发的仪器利用 儿童对话格式并提供可靠的图片 孩子对家庭和自我的看法（即对家庭的看法） 行为优势和劣势）将被使用。 每个家庭 每年将被访问两次，持续 3 年。 协方差的多变量重复测量分析（控制 对于 SES）将评估儿童变量和家庭的重要性 决定 (a) 孩子在学校的成功和 (b) 的变量 随着时间的推移，家庭的调整。 结构方程分析将 测试概念框架提出的解释程度 各个家庭适应弱智的方式存在差异 或非弱智儿童。 研究结果与理解相关 调解成功的家庭适应和学校的过程 适应。