Ecocultural Perspective in Learning Disability: Family Support Resources, Values, Child Problem Behaviors

Autor/inn/en	Cen, Suzan; Aytac, Berna
Titel	Ecocultural Perspective in Learning Disability: Family Support Resources, Values, Child Problem Behaviors
Quelle	In: Learning Disability Quarterly, 40 (2017) 2, S.114-127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948716683516
Schlagwörter	Learning Disabilities; Family Programs; Values; Child Behavior; Behavior Problems; Questionnaires; Behavior Rating Scales; Check Lists; Correlation; Regression (Statistics); Cultural Influences; Ecological Factors; Mothers; Hypothesis Testing; Predictor Variables; Behavior Change; Locus of Control; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Family program; Familienprogramm; Wertbegriff; Fragebogen; Checkliste; Korrelation; Regression; Regressionsanalyse; Cultural influence; Kultureinfluss; Ökologischer Ansatz; Mother; Mutter; Hypothesenprüfung; Hypothesentest; Prädiktor; Ausland; Statistische Analyse; Türkei
Abstract	The present study aimed to assess the interaction between familial and cultural factors on child problem behaviors of learning disabled children aged between 7 and 14 within the perspective of ecocultural theory (N = 90). Mothers completed the Family Support Scale, Portrait Values Questionnaire, and Social-Demographical Form, and teachers completed Specific Learning Disability Symptom Checklist and Child Behavior Problem Scale. Pearson correlation, regression analysis, and Hayes' moderation analysis were conducted. After testing the relationship between support resources and problem behaviors, support analyses were repeated after including learning disability (LD) level. Finally, the effect of cultural values on perceived support resources and child problem behaviors after controlling child LD level was investigated. The findings of this study revealed that ideas about child development depend on cultural and individual factors, and a culturally sensitive understanding of child behaviors can guide researchers in developing more effective intervention programs, particularly for children with LD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01