Family Interaction and Learning Disabilities
- 1 November 1984
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 17 (9) , 540-543
- https://doi.org/10.1177/002221948401700907
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.Keywords
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