COPING WITH LEARNING DISABILITIES: A FAMILY PERSPECTIVE.
Contributors: Ohio State University.
Published: 1992
Number of pages: 180
Subjects: Health Sciences, Nursing.; Psychology, Developmental.; Education, Special.
Description: Learning disabilities may affect as many as 20% of school-age children in the United States. The purpose of this study was to explore parental perceptions of living with a child with a learning disability. Specifically, aspects of family functioning, family stress, family coping, and perception of threat as reported by the parents were examined. Characteristics of the child, parents, and family demographic variables were also explored. Research questions guided the study of these variables across two groups of parents using a combined methods data collection strategy.

A two group, non-experimental descriptive design was used. Both quantitative and qualitative data collection methods were used to obtain data from a sample comprised of 27 parent dyads who had a son with a learning disability and 29 parent dyads who had a son with no academic difficulties. Results on the Family APGAR (Smilkstein, 1978), FILE (McCubbin & Thompson, 1987) and F-COPES (McCubbin & Thompson, 1987) instruments used to measure family functioning, family stress and family coping strategies were similar. The single exception was that parents in the comparison group reported greater use of social support than parents who had children with learning disabilities. All of the sons were between 7 and 13 years of age.

Parents of sons with learning disabilities completed the MTI instrument (Moneyham & Lyon, 1989) which was used to measure perception of threat and reported that having a child with learning disability represented a moderate threat in their lives. These parents also completed a tape-recorded interview which was transcribed and analysis was facilitated by use of the Ethnographic computer program. Variances in stresses reported by the parents related to pre, intra, and post diagnosis stages. Alterations in family functioning were financial stress, time/role alterations, family conflict, sibling resentment, and altered communication patterns. Effective coping strategies were reframing which fostered the development of normalization within the family and problem-solving strategies. The data were triangulated which allowed for enhanced explanation and analysis of the parental reports.
Notes: Source: Dissertation Abstracts International, Volume: 53-11, Section: B, page: 5638.

Thesis (PH.D.)--THE OHIO STATE UNIVERSITY, 1992.

School code: 0168.