MENTAL RETARDATION--FAMILY EFFECTS ON SCHOOL SUCCESS

智力低下——家庭对学业成功的影响

• 批准号: 3324520
• 负责人: MARY K REID
• 金额: $ 11.52万
• 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/3324520
• 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.

对有智力迟钝儿童的家庭的研究强调， 压力和应对的作用。 有趣的是，许多家庭 一个弱智儿童不会报告高水平的压力， 失望 需要对这些过程进行进一步研究 有助于家庭成员如何适应（1）存在的一个 （2）学校环境的要求。 一 提出了概念框架，以说明 3年的家庭调整。 这项研究的重点是家庭目标、情感、 支持和认知刺激作为变量 帮助孩子顺利过渡到学校 环境 将研究三组：（1）40个家庭， 一名5岁轻度弱智儿童，（2）40个家庭， 实际年龄（CA）非弱智儿童（性别匹配， 出生顺序），以及（3）40个具有相同心理年龄（MA）的家庭 弱智儿童（性别和出生顺序匹配）。 CA和MA 需要比较组来区分与以下因素相关的影响： 智力迟钝与其他发育影响的对比。 数据以 收集包括：所有家庭的直接行为观察 成员，人口统计学背景，家庭目标，父母行为 促进社会情感安全和认知的战略 成绩、家庭环境、家庭关系报告和 社会支持、家庭满意度与儿童认知能力、 社会绩效。 最近开发的工具， 一个儿童对话格式，并提供一个可靠的图片 儿童对家庭和自我的看法（即，看法 行为的优势和劣势）将被使用。 每个家庭 将在三年内每年访问两次。 多元重复测量协方差分析（控制 对于SES）将评估儿童变量和家庭的重要性 决定（a）儿童在学校的成功和（B）的变量 随着时间的推移，家庭适应。 结构方程分析将 测试拟议概念框架在多大程度上考虑到 不同的家庭如何适应他们的弱智 或非弱智儿童。 这些发现有助于理解 调解成功的家庭适应和学校的过程 适应。