Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior
Identifieur interne : 001646 ( Main/Exploration ); précédent : 001645; suivant : 001647Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior
Auteurs : Malka Margalit ; Katrina Almougy [Israël]Source :
- 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.
Url:
DOI: 10.1177/002221949102400705
Affiliations:
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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></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><idno type="wicri:Area/Istex/Curation">001664</idno><idno type="wicri:Area/Istex/Checkpoint">001213</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Checkpoint">001213</idno><idno type="wicri:doubleKey">0022-2194:1991:Margalit M:classroom:behavior:and</idno><idno type="wicri:Area/Main/Merge">001670</idno><idno type="wicri:Area/Main/Curation">001646</idno><idno type="wicri:Area/Main/Exploration">001646</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 wicri:level="1"><country xml:lang="fr">Israël</country><wicri:regionArea>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</wicri:regionArea><wicri:noRegion>Ramat Aviv 69978</wicri:noRegion></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><affiliations><list><country><li>Israël</li></country></list><tree><noCountry><name sortKey="Margalit, Malka" sort="Margalit, Malka" uniqKey="Margalit M" first="Malka" last="Margalit">Malka Margalit</name></noCountry><country name="Israël"><noRegion><name sortKey="Almougy, Katrina" sort="Almougy, Katrina" uniqKey="Almougy K" first="Katrina" last="Almougy">Katrina Almougy</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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