Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior
Identifieur interne : 001668 ( Istex/Corpus ); précédent : 001667; suivant : 001669Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior
Auteurs : Malka Margalit ; Katrina AlmougySource :
- Journal of Learning Disabilities [ 0022-2194 ] ; 1991-08.
Abstract
The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.
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DOI: 10.1177/002221949102400705
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<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</title><author wicri:is="90%"><name sortKey="Margalit, Malka" sort="Margalit, Malka" uniqKey="Margalit M" first="Malka" last="Margalit">Malka Margalit</name></author><author wicri:is="90%"><name sortKey="Almougy, Katrina" sort="Almougy, Katrina" uniqKey="Almougy K" first="Katrina" last="Almougy">Katrina Almougy</name><affiliation><mods:affiliation>Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:82A0FACDB8CBC9F7E93C21329A32999693B23710</idno><date when="1991" year="1991">1991</date><idno type="doi">10.1177/002221949102400705</idno><idno type="url">https://api.istex.fr/document/82A0FACDB8CBC9F7E93C21329A32999693B23710/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001668</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001668</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</title><author wicri:is="90%"><name sortKey="Margalit, Malka" sort="Margalit, Malka" uniqKey="Margalit M" first="Malka" last="Margalit">Malka Margalit</name></author><author wicri:is="90%"><name sortKey="Almougy, Katrina" sort="Almougy, Katrina" uniqKey="Almougy K" first="Katrina" last="Almougy">Katrina Almougy</name><affiliation><mods:affiliation>Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Learning Disabilities</title><idno type="ISSN">0022-2194</idno><idno type="eISSN">1538-4780</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage UK: London, England</pubPlace><date type="published" when="1991-08">1991-08</date><biblScope unit="volume">24</biblScope><biblScope unit="issue">7</biblScope><biblScope unit="page" from="406">406</biblScope><biblScope unit="page" to="412">412</biblScope></imprint><idno type="ISSN">0022-2194</idno></series><idno type="istex">82A0FACDB8CBC9F7E93C21329A32999693B23710</idno><idno type="DOI">10.1177/002221949102400705</idno><idno type="ArticleID">10.1177_002221949102400705</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-2194</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.</div></front></TEI><istex><corpusName>sage</corpusName><author><json:item><name>Malka Margalit</name></json:item><json:item><name>Katrina Almougy</name><affiliations><json:string>Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</json:string></affiliations></json:item></author><articleId><json:string>10.1177_002221949102400705</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.</abstract><qualityIndicators><score>7.195</score><pdfVersion>1.4</pdfVersion><pdfPageSize>594 x 792 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractCharCount>1053</abstractCharCount><pdfWordCount>4823</pdfWordCount><pdfCharCount>35673</pdfCharCount><pdfPageCount>7</pdfPageCount><abstractWordCount>156</abstractWordCount></qualityIndicators><title>Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</title><genre><json:string>research-article</json:string></genre><host><volume>24</volume><publisherId><json:string>LDX</json:string></publisherId><pages><last>412</last><first>406</first></pages><issn><json:string>0022-2194</json:string></issn><issue>7</issue><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>1538-4780</json:string></eissn><title>Journal of Learning Disabilities</title></host><categories><wos><json:string>social science</json:string><json:string>rehabilitation</json:string><json:string>education, special</json:string></wos><scienceMetrix></scienceMetrix></categories><publicationDate>1991</publicationDate><copyrightDate>1991</copyrightDate><doi><json:string>10.1177/002221949102400705</json:string></doi><id>82A0FACDB8CBC9F7E93C21329A32999693B23710</id><score>1</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/82A0FACDB8CBC9F7E93C21329A32999693B23710/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/82A0FACDB8CBC9F7E93C21329A32999693B23710/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/82A0FACDB8CBC9F7E93C21329A32999693B23710/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>SAGE Publications</publisher><pubPlace>Sage UK: London, England</pubPlace><availability><p>SAGE</p></availability><date>1991</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</title><author xml:id="author-1"><persName><forename type="first">Malka</forename><surname>Margalit</surname></persName></author><author xml:id="author-2"><persName><forename type="first">Katrina</forename><surname>Almougy</surname></persName><affiliation>Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</affiliation></author></analytic><monogr><title level="j">Journal of Learning Disabilities</title><idno type="pISSN">0022-2194</idno><idno type="eISSN">1538-4780</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage UK: London, England</pubPlace><date type="published" when="1991-08"></date><biblScope unit="volume">24</biblScope><biblScope unit="issue">7</biblScope><biblScope unit="page" from="406">406</biblScope><biblScope unit="page" to="412">412</biblScope></imprint></monogr><idno type="istex">82A0FACDB8CBC9F7E93C21329A32999693B23710</idno><idno type="DOI">10.1177/002221949102400705</idno><idno type="ArticleID">10.1177_002221949102400705</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1991</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.</p></abstract></profileDesc><revisionDesc><change when="1991-08">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/82A0FACDB8CBC9F7E93C21329A32999693B23710/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus sage not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="research-article" dtd-version="2.3" xml:lang="EN"><front><journal-meta><journal-id journal-id-type="hwp">spldx</journal-id><journal-id journal-id-type="publisher-id">LDX</journal-id><journal-title>Journal of Learning Disabilities</journal-title><issn pub-type="ppub">0022-2194</issn><publisher><publisher-name>SAGE Publications</publisher-name><publisher-loc>Sage UK: London, England</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/002221949102400705</article-id><article-id pub-id-type="publisher-id">10.1177_002221949102400705</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Margalit</surname><given-names>Malka</given-names></name></contrib></contrib-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Almougy</surname><given-names>Katrina</given-names></name><aff>Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>8</month><year>1991</year></pub-date><volume>24</volume><issue>7</issue><fpage>406</fpage><lpage>412</lpage><abstract><p>The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.</p></abstract><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>cover-date</meta-name><meta-value>August/September 1991</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value> Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior Malka Margalit and Katrina Almougy The present study aimed to identifv subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LO, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer!! Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non- disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal rela- tions and by more conjlictual families who fostered more achievement but less personal growth. he overall context in which students' T behavior occurs - such as school or home-constitutes a powerful deter- minant of the behavior (Gaylord-Ross & Haring, 1987). Bronfenbrenner (1979) further emphasized the importance of determining the bidirectional influences of persons, settings, and their character- istics on outcome measures. Within their two main environments, children affect and are affected by significant adults. Students with learning disabilities may be expected to demonstrate a unique pat- tern of interrelations within these dif- ferent contexts. Most research in this area has been guided by etiological hy- potheses for the disorder; however, re- cent efforts have been undertaken to identify subtypes within the learning disabilities syndrome. Learning disabili- ty subgroups, such as those provided by Hooper and Willis's (1989) comprehen- sive survey, appear to contribute impor- tant information on what has been con- ceptualized as a multisyndrome group of disorders. Bruck (1986) also called for in- vestigating learning disability subgroup- ing, assuming that the social difficulties experienced by many children with lear- ning disabilities may be associated with the hyperactivity syndrome, and that the interactions among variables might ac- count for specific difficulties. Bruck (1986) viewed the dimension of “hyperactivity” as an important predic- tor for children with learning disabilities who are at risk for social and emotional difficulties. Hyperactivity is a well-recog- nized clinical condition that subsumes a heterogeneous group of individuals (Keogh, 1986). The label identifies a range of symptoms and behaviors that may have different etiologies and require different therapeutic approaches. Where- as empirical data and theoretical argu- ments indicate that learning disability and hyperactivity syndromes are distinct, a subgroup of children with learning dis- abilities and hyperactive symptoms (i.e., motoric restlessness, poor impulse con- trol, inability to sustain attention, and poor modulation and regulation of arousal levels) has been identified. A long-standing debate exists on the dif- ferentiation and overlap between hyper- activity and learning disability syn- dromes. Aylward and Whitehouse's (1987) research survey focused attention on the inconsistent results found in com- parisons of cognitive processing between children with hyperactivity and children with learning disabilities, calling for further information concerning the children's behavior in different environ- ments, such as the classroom and the home, using various measures to dif- ferentiate between children who have learning disabilities with and without hyperactive behavior. According to Schaefer (1981), teacher evaluations can provide comprehensive information about the student's function- ing in the school environment, reflecting areas of cognitive competence, emotional adjustment, learning, and behavior style. McKinney and Forman (1982) used Schaefer's Classroom Behavior Inven- tory (CBI) (Schaefer & Edgerton, 1978) to determine whether teachers could dif- ferentiate between students with learning disabilities, educable mental handicaps, and emotional disorders. They found that students with learning disabilities and children with emotional difficulties revealed similar patterns of behavior, yet teachers reported that the students with emotional difficulties demonstrated more hostility and less considerateness than the other group. In another study (Margalit, 1989), the CBI was used to differentiate between boys with learning disabilities and boys with behavior disorders, high- lighting the unique behavior difficulties among the students with learning disabil- ities. The boys with learning disabilities were rated as less hostile than the boys with behavior disorders, yet similar to them in their specific interpersonal dif- ficulties. These results pinpointed the need for further identification of student subgroups with learning disabilities, in order to clarify the specific nature of their social-emotional difficulties. Family climate is often related to children's social and academic adjust- ment and maladjustment (Margalit & Heiman, 1986a, 1986b; Margalit & Raviv, 1983; Patterson, 1982). In addi- tion, interrelations between children with learning disabilities and their families are conceptualized to be reciprocal and cir- cular. In a series of studies based on the transactional-ecological model, which assumes that children influence and are influenced by their environment, parents of children with learning disabilities were found to reveal lower levels of personal coherence, more feelings of anxiety, and less satisfaction with their lives in general (Margalit & Heiman, 1986a, 1986b). MOOS'S family climate conceptualiza- tion, encompassing three major domains, can contribute information concerning differences in the home environments of 406 Journal of Learning Disabilities Caption: , student subgroups. Relationship taps intermember support, open emotional expression, and conflictual interrelations in the family environment; Personal Growth assesses the underlying developmental directions and personal goals toward which the setting is oriented; and System Maintenance reflects the degree of structure, clarity, and openness to change that character- izes the family (Moos & Moos, 1983). The personal growth domain assesses how change has been channeled through the family system, spurring family members to invest effort in achieving new goals and indulging in cultural or leisure activities. The study of the rela- tionship and system maintenance dimen- sions focuses attention on the factors that influence the individual's commitment to the family environment, through a cohe- sion or conflict emphasis, as well as those factors that accentuate the control and order within the system, the extent of possible system change, and the personal costs involved. Consistent trends have been identified in several studies with regard to the climate in families of children with dis- abilities. The presence in the family of a child with a handicap seems to affect the family members by decreasing their personal growth opportunities through less social and recreational activities. Family members' satisfaction with their lives has been found to be highly affected by their opportunities for personal growth; thus, family interrelations are affected, limiting emotional expression, decreasing opportunities for conflict resolution, and lessening the family's cohesiveness and support. Among families with children who have learning disabilities, there is a tendency toward a more rigid, less sup- portive climate (Gallagher, Cross, & Scharfman, 1981; Margalit, 1990). As a compensation for the children's con- tinuous academic frustrations and failures, these parents revealed an in- creased need for family members to reach personal achievements, and at the same time they reported less opportuni- ties for intellectual or recreational leisure activities (Margalit, 1982; Margalit & Heiman, 1986a, 1986b). Their family climate was also characterized by a greater emphasis on organization and control, and less encouragement of free emotional expression or personal independence. However, the aforementioned studies made no attempt to achieve a homogene- ous group of students with learning dis- abilities, or to differentiate between those whose main difficulties were academic and those who also demonstrated be- havioral difficulties. The importance of such a subgrouping is supported in separate findings on parents of children with hyperactive behavior (Mash & Johnston, 1983). Those parents were found to perceive themselves as less skilled and less knowledgeable, and also to derive less satisfaction from parenting, than did parents of nondisabled children. The negative feelings evidenced by the parents of children with hyperactive behavior were associated with perceived deviance of the behaviors. In the present study, an attempt was made to identify two groups of students with learning disabilities: those who were defined only by their academic failure, and those who also manifested hyper- active behavior as described by their teachers and school counselors. In order to further our understanding of these two groups, two control groups were also studied: students with no manifestations of academic or behavioral difficulties, and students in regular classes whose teachers reported that they manifested hyperactive behavior in the classroom, without learning disabilities. The stu- dents' competency and adjustment in their classrooms were examined using Schaefer's (1981) spherical model, and their family environment was studied using Moos's family climate model (Moos & Moos, 1976). It was hypothe- sized that students with learning disabil- ities would be rated as less competent in areas related to academic functioning, whereas social difficulties and distract- ibility were expected to characterize the two groups with manifestations of hyper- active behavior. In families of children with learning disabilities, more emphasis on achievement and less opportunities for leisure activities were hypothesized; among families with students who dem- onstrate hyperactive behavior, lower levels of support and structure were predicted. It was also expected that the students from regular classes who mani- fested hyperactive behavior would demonstrate similar patterns of family climate in comparison to the two groups with learning disabilities. METHOD Sample and Procedure The sample consisted of 84 children (56 males and 28 females) divided into two groups of students: 44 children with learning disabilities (30 boys and 14 girls) and 40 nondisabled children (26 boys and 14 girls). The children were students from the first to fourth grades, with an age range of 7 to 10 years. All of the children lived in the same city in the center of Israel. The nondisabled children lived in the same school district, but the special class students came from various neigh- borhoods in the same city, as these classes served as regional mainstreamed classes for students with learning disabilities. The sample with learning disabilities was derived from a total of 64 students in six special classes who were main- streamed in a regular school setting. The students were identified as having learning disabilities following a psychoeducational assessment - including the Bender-Gestalt (Bender, 1946), Hebrew adaptation of the WISC-R (Liblich, Ben-Shahar, & Ninio, 1975), and Human Figure Draw- ing tests (Harris, 1963)-that was ini- tiated by teachers and/or parents because of learning problems and poor academic achievement. Prior to placement in a special class in accordance with the deci- sion of a municipal psychoeducational committee, each child was individually assessed by the school psychologist and found to be functioning 2 years below grade level in reading and math, with ad- ditional deficits in language, perceptual processing, and/or sensorimotor coor- dination. Although the children's exact IQs were not available due to the Israeli law of confidentiality, the group was characterized by average intellectual abilities, with IQ scores ranging from 80 to 110. In order to differentiate between students with and without hyperactive behavior (in addition to their academic difficulties), teachers and school coun- selors were asked to name the students Volume 24, Number 7, Augusf/&ptember 1991 407 Caption: in the six classrooms who demonstrated hyperactive behavior, and then to rate all of the students in these classrooms using the Conners Abbreviated Symptom Ques- tionnaire (ASQ) (Margalit, 1981). Of the total group of students, 27 were given an ASQ score of more than 15 (confirming the entire list of those students named earlier), and 25 were rated as having an ASQ score of less than 5. After matching the children from the special classes for gender and receiving mothers' consent, the current sample comprised 22 students (1 5 boys and 7 girls) identified as having learning disabilities as well as hyperactive behavior (H-LD) and 22 students (15 boys and 7 girls) identified as having learning disabilities but not as revealing hyperactive behavior (NH-LD). It should be emphasized that the evidence of hyperactive behavior among the children did not classify them as having a clinical disorder using the DSM-111-R (American Psychiatric Association, 1987) category of Attention Deficit-Hyperactivity Dis- order; rather, these children were per- ceived and rated by their school staff members as demonstrating chronic, fre- quent, disruptive behavior difficulties in the form of hyperactive behavior. The nondisabled sample was derived from a total of 316 students from 10 classes in the same school into which the students with learning disabilities were mainstreamed. Students from the first through fourth grades participated in the study, with an age range of 7 to 10 years. Teachers were first asked to name stu- dents with hyperactive behavior, and their list was confirmed by the school counselor. All of the students were then rated by their teachers using the ASQ. Each student who received a score above 15 was matched by age and gender to a student in the same class who had been given an ASQ score of less than 5 by the same teacher and who had not demon- strated academic or behavioral difficul- ties during the last 6 months. From the 10 non-learning-disabled classes, 33 children (24 boys and 9 girls) identified as having scores above 15 were matched with 33 children who had scores of less than 5. Children for whom parental con- sent was not provided were not included in the study. The sample from the non- disabled classes included 20 students (13 boys and 7 girls) identified as demon- strating hyperactive behavior without learning disabilities (H-NLD) and 20 students (13 boys and 7 girls) identified as revealing neither hyperactive behavior nor learning disabilities (NH-NLD). The comparisons among the children5 groups, in terms of their level of hyper- active behavior (H-LD/H-NLD; NH-LD/ NH-NLD), and with respect to the four groups' mean ages, did not reveal signifi- cant differences. Table 1 presents the children's mean ages and hyperactive behavior index. The mothers' mean ages, level of edu- cation, and number of children were also compared, using ANOVAs. No signifi- cant differences were found for the mothers' ages. Significant differences were found with regard to mothers' edu- cation, F(3,75)= 13.7, p<.OOl, and number of children, F(3,75)= 3.35, ppc .05. A contrast analysis revealed that the mothers of the two groups of stu- dents with learning disabilities had fewer years of education than the mothers of the nondisabled students. The group of nonhyperactive students with learning disabilities had larger families than the other three groups of students. Means and standard deviations for the mothers' variables are also presented in Table 1. For the selected sample, the school counselor asked the teacher to complete the questionnaires at the school, and the mothers completed the Family Environ- ment Scale in their homes. Instruments Connem Abbreviated Symptom Ques- tionnaire (ASQ) (Connem, 1973). The Hebrew adaptation of the ASQ was used in this study to obtain an overall index of hyperactive behavior in the classroom (Margalit, 1981). This rating scale has been widely used by teachers for screen- ing children with hyperactive behavior; its high validity and reliability have been demonstrated for various samples (Mar- galit, 1981, 1983; Satin, 1985; Sprague & Sleator, 1977; Ullman, Sleator, & Sprague, 1985). The Hebrew adaptation also showed a high interrater reliability (.85) and a high internal reliability (alpha = .95). The ASQ consisted of 10 items, each rated on a 0 to 3 severity index. For Israeli samples, the cutoff score (2 stan- dard deviations above the mean) was found to be 15, as in the Conners speci- fications (Margalit, 198 1, 1989; Margalit & Ben Arzi, 1986). Classroom Behavior Inventory (CBI) (Schaefer &i Edgerton, 1978). The Hebrew adaptation of the CBI consisted of 42 items that described the student's typical behavior in the classroom. The instrument yielded scores on 10 scales comprising four major behavioral areas: academic competence (Verbal Intelli- gence and Creativity/Curiosity scales), interpersonal relations (Considerateness, Hostility, Independence, and Depen- Table 1 Means and Standard Devlations of the Children's Ages and Hypractlvity Levels (Abbreviated Symptom Questionnaire) and of the Mothers' Ages, Education, and Number of Children NH-NLD Note. H-LD = Hyperactive-learning disabled; NH-LD = Nonhyperactive-learning dis- abled; H-NLD = Hyperactive-non-learning-disabled; NH-NLD = Nonhyperactive-non-learn- ing-disabled. H-LD NH-LD n=22 n=22 n=20 n=20 H-NLD Groups 408 Journal of Learning Disabilities Children's age M 8.45 8.81 8.17 8.1 1 SO 0.86 0.96 0.98 0.91 Hyperactivity M 19.91 3.00 18.55 1.25 SO 3.99 2.41 2.69 1.83 SO 5.1 10.2 12.6 12.0 Mothers' education M 9.3 10.0 12.6 15.6 SO 4.1 3.4 4.1 2.5 Number of children M 3.2 3.9 3.0 3.0 SO 1.4 1.5 0.7 1 .o Mothers' age M 36.5 39.1 37.4 36.3 I Caption: the Personal Growth domain, and .78 for the System Maintenance domain; and the subscales' internal consistencies rang- ed from .62 to .89 (Bargteil, 1989). children with and without hyperactive behavior, the following nine subscales contributed to the significant differences: Creativity, Considerateness, Hostility, Introversion, Extroversion, Task Orien- tation, Distractibility, Independence, and Dependence. The students with hyper- active behavior were described by their teachers as less considerate and more hostile in their peer interrelations. They were viewed as more distractible and less able to perform academic tasks, because of lower levels of task orientation. Their temperament was described as more introverted and more dependent on others. The follow-up univariate comparisons between children who were identified with and without learning disabilities revealed that the following nine subscales contributed to the significant differences: Verbal Intelligence, Creativity, Consider- ateness, Introversion, Task Orientation, Distractibility, Independence, and Dependence. Students who were iden- tified as having learning disabilities were viewed by their teachers as less verbally intelligent and more dependent on others. Students who revealed neither hyperactive behavior nor learning disabilities were considered by their dence scales), temperament (Introversion and Extroversion scales), and learning style (Task Orientation and Distractibil- ity scales). High reliability has been achieved for the Hebrew adaptation (Margalit, 1985, 1989), as well as for the original version (McKinney & Forman, 1982). The reliability varied from scale to scale, with higher reliability for the ratings of Verbal Intelligence (.96) and lower reliability for Introversion (.67). Family Environment Scale (FES) (Moos & Moos, 1976,1983). The FES was used to reflect mothers' perceptions of their family climates. The short form of the FES (Margalit & Ben Arzi, 1986; Margalit & Heiman, 1986a; Margalit & Raviv, 1983) consisted of 50 items on a four-step Likert scale. The descriptions included three domains consisting of 10 subscale scores: Relationship (Cohesion, Expressiveness, and Conflict subscales); Personal Growth (Independence, Achieve- ment, Intellectual-Cultural, Active- Recreational, and Moral-Religious sub- scales); and System Maintenance (Orga- nization and Control subscales) (Moos & Moos, 1976). The short-form Hebrew adaptation showed an alpha reliability of .66 for the Relationship domain, .64 for RESULTS Classroom Behavior In order to investigate classroom behavior among the student groups, a two-way multivariate analysis of variance (MANOVA) was performed, with the grouping of the students (hyperactive/ nonhyperactive X learning disabled/non- disabled) as the independent variable and the 10 CBI subscales as the dependent variables. The analysis revealed a signifi- cant main effect for the hyperactive/ nonhyperactive comparisons, F(10,71) = 17.26, p< .001, for the learning disabled/ nondisabled comparisons, F(10,71) = 8.35,p< .001, and also in the analysis of the hyperactive/nonhyperactive X learn- ing disabledhondisabled interactions, F(10,71)=2.39, p< .05. Mm, standard deviations, and univariate F values are shown in Table 2. The follow-up univariate analyses revealed that, in the comparisons between Table 2 Means, Standard Deviations, and F Scores of the CBI Analysis Main effect Subscales H-LD NH-LD H-NLD NH-NLD Interactions Hyperactivity LD Verbal intelligence M 2.47 2.06 2.71 4.15 13.45' ' 3.51 21.28' ' SD 1.22 1.06 1.34 0.95 SD 1.32 0.99 1.14 0.91 SD 0.79 0.97 0.93 0.72 SD 1.16 0.92 1.04 0.68 SD 0.91 0.84 0.94 0.71 SD 0.95 0.69 0.76 0.59 SD 1.05 0.84 0.99 0.72 SD 0.70 0.82 0.64 0.78 SD 1.10 0.65 0.86 0.57 SD 1.28 1.03 0.85 0.60 Creativity M 2.64 2.42 2.49 4.07 13.86" 6.70" 9.71 ' Considerateness M 2.55 3.68 2.83 4.21 0.42 44.72" 4.70' Hostility M 3.72 2.41 3.28 2.00 0.004 37.54" 3.98 Introversion M 2.74 2.67 2.52 1.72 3.75 5.07' 9.87' Extroversion M 3.52 3.62 3.42 4.15 3.59 5.80' 1.70 Task orientation M 2.33 3.09 2.50 4.42 8.47" 43.88' 14.29" Distractibility M 4.21 3.00 3.53 1.85 2.12 79.02' 31.95' Independence M 2.48 2.71 2.89 4.43 13.29' 22.47" 34.96'* Dependence M 3.55 3.38 2.70 1.55 5.25' 8.78" 38.86' Note. H-LD = Hyperactive-learning disabled; NH-LD = Nonhyperactlve-learning disabled; H-NLD = Hyperactive-non-learning-disabled; NH-NLD = Nonhyperactive-non-learning-disabled; CBI = Classroom Behavior Inventory. 'p-z.05; "p<.Ol. Volume 24, Number 7, August/September 1991 409 Caption: teachers to be unique from the other three groups, even though they attended the same classes as the H-NLD group. The NH-NLD students were considered more intelligent, creative, and task oriented in their academic performance, more independent and considerate in their social interrelations, and more extroverted in their temperament than the other three groups. The significant interactions further emphasize the dis- tinction between the NH-NLD group and the other three groups, accentuating the similarities between the nondisabled students who were identified as demon- strating hyperactive behavior and the two groups of students with learning disabil- ities, regarding their intellectual perfor- mance, task orientation, and indepen- dence level. Family Climate In order to investigate the family climate among the mother groups, a MANOVA was performed, with the grouping of their children (hyper- activehonhyperactive X learning dis- abledhondisabled) as the independent variable and the 10 FES subscales as the dependent variables. The analysis revealed a significant main effect for the hyper- active/nonhyperactive comparisons, F(10,71)=2.28, p<.05, and for the learning disabledhondisabled com- parisons, F(10,71) = 2.08, p< .05, but no significant interaction was found. Means, standard deviations, and univar- iate F values are shown in Table 3. The follow-up univariate analyses revealed that Cohesion and Control con- tributed to the significant differences between the mothers whose children did and did not demonstrate hyperactive behavior. Mothers of children with hyperactive behavior viewed their fami- lies as less supportive and also sensed less control in their family climate. The univariate comparisons between the mothers of children with and without learning disabilities revealed that the following five subscales contributed to the significant differences: Conflict (Relationship dimension), Achievement… Intellectual-Cultural, Active-Recrea- tional, and Moral-Religious Orientation (Personal Growth dimension). Mothers of students with learning disabilities viewed their families as demonstrating more conflict, placing more emphasis on achievement and religion, and yet pro- viding fewer opportunities for intellectual and recreational activities than did the mothers in the families with nondisabled students. DISCUSSION The aims of this study were to investi- gate classroom behavior and family climate among students with learning dis- abilities and hyperactive behavior. The comparison of classroom behavior measures further validated the identifica- tion of the four groups of students. Students with hyperactive behavior in both types of classroom environments were similarly noted for their lower levels of consideration and greater expressions of hostility in their social interrelations. In their academic performance, students with hyperactive behavior were viewed by their teachers as more distractible and less task oriented than those who did not demonstrate hyperactive behavior. It should be noted that this finding is related both to children who were diag- nosed as having learning disabilities as their major difficulty and to the students who were noted by their teachers as demonstrating hyperactive behavior yet evidenced no learning disabilities and Table 3 Means, Standard Deviations, and F Scores of the FES Analysis Main effect Subscales H-LD NH-LD H-NLD NH-NLD interactions Hyperactivity LD Cohesion Expressiveness Conflict Independence Achievement orientation Intellectual Orientation Recreational orientation Moral-Religious Organization Control M 16.14 SD 2.34 M 15.05 SD 2.77 M 12.77 SD 4.21 M 15.09 SD 2.31 M 15.50 SD 3.13 M 13.77 SD 3.96 M 12.68 SD 3.51 M 11.59 SD 4.35 M 15.68 SD 3.47 M 12.77 SD 3.64 17.00 2.81 15.32 2.82 12.77 2.51 15.73 2.33 14.45 3.19 12.41 2.99 12.45 3.58 1 1.82 4.14 17.05 2.75 14.64 2.22 15.10 2.86 15.70 2.05 11.55 2.67 15.35 1.76 14.10 3.18 14.00 3.04 14.10 2.88 9.95 4.27 16.55 1.96 14.55 2.44 17.85 2.03 16.40 2.50 10.25 2.77 15.90 2.25 13.15 3.62 15.45 3.03 14.45 3.19 9.60 3.12 17.15 1.87 15.00 1.41 2.90 0.15 0.91 0.01 0.01 3.82' 0.16 0.1 1 0.44 1.57 10.13' 0.73 0.82 1.56 2.27 0.01 0.01 0.01 3.05 4.48' 0.03 2.41 7.49" 0.21 4.13" 5.16 5.56' 4.84' 0.72 3.61 Note. H-LD = Hyperactive-learning disabled; NH-LD = Nonhyperactive-learning disabled; H-NLD = Hyperactive-non-learning-disabled; NH-NLD = Nonhyperactive-non-learning-disabled; FES = Family Environment Scale. 'px.05; **p< .01. 410 Journal of Learning Disabilities Caption: attended regular classes. These results call for further study to investigate hyper- activity either as a form of learning dis- ability subgrouping (focusing attention on the children's difficulty in controlling impulse) or as a distinct syndrome. The students with learning disabilities, as a group, were rated by their teachers as less intelligent, more dependent on others, and less creative than the non- disabled children. Dependence ratings revealed a unique characteristic of the students with learning disabilities, through the ratio H-LD >NH-LD > H- NLD > NH-NLD. It is not clear whether these children's dependence is related t6 their higher initial anxiety or whether it reflects the impact of their long history of failure and reliance on intensive sup- port and assistance. The present study, which examined outcomes or products, cannot provide explanations of cause- effect relationships between the family and classroom environments and the child's behavior; however, these inter- actions between children and their parents and teachers can be expected to affect and be affected by the children's behavior and disability. Future research that dynamically and interactively examines these relationships and the corresponding roles of teachers and parents in the development of these children's inter- personal tendencies (e.g., observational studies, process-oriented studies) may further our understanding of the variabil- ity in the children's environments. Special attention should be devoted to the nondisabled students who demon- strated hyperactive behavior in the classroom. Although the children were evaluated by their teachers and were not diagnosed by psychologists, the group of nondisabled children with hyperactive behavior was rated as similar to the two groups of students with a learning dis- ability classification, regarding their intellectual performance and tempera- ment. Distractibility levels and hostility provided further differentiation among the four groups, with the following ratio: It seems that higher distractibility and hostility characterized the students with manifestations of hyperactive behavior, thus differentiating bet ween the two groups of students with learning disabil- ities. The results of the comparison pinpointed the similarities between the students who demonstrate hyperactive behavior in addition to their learning disabilities, and the nondisabled students who also manifest hyperactive behavior. In light of the multiple nature of the H-LD group's handicaps, and their in- creased maladjustment in classroom con- texts when compared to the NH-LD students and to the two control groups, the study of the family climate provided important additional perspectives to our understanding of their environments and their needs for intervention planning. The children's hyperactive behavior was further related to two aspects of their family climate, as viewed by their mothers: These families were less cohesive and less emphasizing of control within the system. The interactional nature of this study precludes clarifica- tion of whether the children's hyperac- tive behavior was more pronounced when the family climate enabled less con- trol and provided less support, or whether a decrease in family support and a lower insistence on the system's control constituted the mothers' reaction to their hyperactive, hostile, and distractible chil- dren. It should be noted that in these two aspects of family climate, the group who had learning disabilities as well as hyper- active behavior resembled the control group with hyperactive manifestations. Hyperactive behavior seemed to be linked to the system's boundaries and rules, yet it should be remembered that our design of family climate is interactional; the family's views of control and support continuously affect and are affected by the children's distractibility and the hostile character of their interactions. Families among the two subgroups of students with learning disabilities were noted for having higher levels of conflict among the family members, and placing less emphasis on an intellectual or recrea- tional leisure orientation and greater stress on achievements and a moral-religious orientation. These results corroborate Margalit and Heiman's (1986a, 1986b) findings, in which parents reported less involvement in leisure activ- ity and a greater achievement orienta- tion, perhaps as a result of the family's constant emphasis on their child's learn- ing failure or due to their need to com- pensate for such failure. These mothers felt that, in their families, as in other families of children with disabilities, they could not involve themselves in free-time activities, to the extent found in the con- trol groups. These results should be explored cautiously, in view of these mothers' fewer years of education. How- ever, the current findings are similar to those of earlier studies that compared the parental situation in an environment that provided for all of the family's needs, and wherein the parent groups did not differ in terms of educational back- ground: the kibbutz environment. Even in the kibbutz community, which con- trols most resources and provides accord- ing to need, family members did not find enough energy or ability to invest in them- selves or in their personal growth (Mar- galit, Leyser, Avraham, & Lewy-Osin, 1988). The emphasis on personal achieve- ment seems unique to the learning dis- abilities syndrome, and more research is required to clarify what that means. The study of social-emotional and familial aspects in learning disabilities involves an important yet complex per- spective of the syndrome. Through the clarification of the nature of the inter- actions between emotional and cognitive domains, the understanding of learning disabilities may be enhand. More stud- ies are needed in subtyping learning disabilities, to provide valuable informa- tion for effective intervention planning. The present study of the major contexts in these students' lives -classroom behavior and family climate - attempted to differentiate between students who have learning disabilities with and without hyperactive behavior, pointing out their similar and contrasting needs. Comprehensive interventional approaches are required to meet the mothers' dif- ferential needs for guidance, and to lead to greater understanding of their conflic- tual interrelations and their emphasis on achievement. The specific Ileeds of chil- dren with hyperactive behavior dif- ficulties also necessitate interventions to foster increased structure and support in their family systems, attending to the children's behavior that is characterized by distractibility and hostility. Despite our ecological approach, this research explored products, not pro- cesses. In order for us to understand the dynamic, interactional, or transactional Volume 24, Number 7, August/September 1991 411 H-LD > H-NLD > NH-LD > NH-NLD. Caption: processes occurring between children and adults in these environments, future research should utilize other methods, such as observations of interactions. This investigation collected information from teachers and mothers, but two other sources can provide important compari- sons for further study: self-report measures, to tap the children's subjective perceptions of their own behavior, and fathers' perceptions. In addition, the demographic differences found between the subgroups require further exploration, to determine whether this factor is uni- directionally or bidirectionally related to the children's behaviors and disabilities. FmaUy, this study attempted to identify subtypes of students with learning dis- abilities according to behavioral aspects. Our future goals should be directed toward facilitating awareness, even with- in the subtypes defined, of these chil- dren's individual needs, and toward help ing children to experience competency and adjustment in various contexts, ac- cording to their individual characteristics. ABOUT THE AUTHORS Mnlkn Mnrgnlit, PhD, is associate professor of education and chair of the Department of Educa- tional Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of excep tional children, and technology integration into special education. Kntdnn Almougy is an educa- tional counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-A viv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit. School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel. AUTHORS' NOTE The authors would like to express their apprecia- tion to Dee B. Ankonina for her editorial mistance. REFERENCES A merican Psychiatric Association. (I 98 7). Diagnostic and statistical manual of mental dis- orders (3rd ed. rev.). Washington, DC: Author. Aylward. E.H., & Whitehouse. D. (1987). Learn- ing disability with and without attention deficit disorder. In S.J. Ceci (Ed.), Handbook of cog- nitive, social, and neurological aspects of learn- ing disabilities (Vol. 2, pp. 321-341). Hilkdale, NJ: Erlbaum. Bargteil, D. M. (I 989). Parental and familial resources among families with disabled children. Unpublished master's thesis, Tel-Aviv University, Israel. Bender. L. (IW). 7he visUalJnotor Walt test. New York: American Orthopsychiatric Association. 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She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent groups. She received her master's degree in educational counseling from Tel-Aviv University. Her major research and field interests include families of children with learning disabilities and/or hyperactivity. Address: Malka Margalit, School of Education, Tel-Aviv University, Ramat Aviv 69978, Israel.</affiliation></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>SAGE Publications</publisher><place><placeTerm type="text">Sage UK: London, England</placeTerm></place><dateIssued encoding="w3cdtf">1991-08</dateIssued><copyrightDate encoding="w3cdtf">1991</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.</abstract><relatedItem type="host"><titleInfo><title>Journal of Learning Disabilities</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0022-2194</identifier><identifier type="eISSN">1538-4780</identifier><identifier type="PublisherID">LDX</identifier><identifier type="PublisherID-hwp">spldx</identifier><part><date>1991</date><detail type="volume"><caption>vol.</caption><number>24</number></detail><detail type="issue"><caption>no.</caption><number>7</number></detail><extent unit="pages"><start>406</start><end>412</end></extent></part></relatedItem><identifier type="istex">82A0FACDB8CBC9F7E93C21329A32999693B23710</identifier><identifier type="DOI">10.1177/002221949102400705</identifier><identifier type="ArticleID">10.1177_002221949102400705</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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