562
Views
2
CrossRef citations to date
0
Altmetric
Research Article

A Multi-Informant Study: Mother–Child Relationship and Children with Learning Disability

ORCID Icon & ORCID Icon

References

  • Al-Yagon, M. (2007). Socioemotional and behavioral adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. The Journal of Special Education, 40(4), 205–217.
  • Al-Yagon, M. (2012). Subtypes of attachment security in school-age children with learning disabilities. Learning Disability Quarterly, 35(3), 170–183.
  • Al-Yagon, M. (2014). Child–Mother and child–Father attachment security: Links to internalizing adjustment among children with learning disabilities. Child Psychiatry & Human Development, 45(1), 119–131.
  • Al-Yagon, M. (2015). Externalizing and internalizing behaviors among adolescents with learning disabilities: Contribution of adolescents’ attachment to mothers and negative affect. Journal of Child and Family Studies, 24(5), 1343–1357.
  • Al-Yagon, M. (2016). Perceived close relationships with parents, teachers, and peers: Predictors of social, emotional, and behavioral features in adolescents with LD or comorbid LD and ADHD. Journal of Learning Disabilities, 49(6), 597–615.
  • Al-Yagon, M., & Mikulincer, M. (2004). Socioemotional and academic adjustment among children with learning disorders the mediational role of attachment-based factors. The Journal of Special Education, 38(2), 111–123.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Aytac, A., Cen, S., & Yuceol, G. P. (2018). Ebeveyn-çocuk ilişkisi ölçeği geçerlik ve güvenirlik çalışması [adaptation of parent–child relationship scale to Turkish: A study of validity and reliability] (Manuscript submitted for publication). Çocuk ve Gençlik Ruh Sağlığı Dergisi/ Turkish Journal of Child and Adolescent Mental Health, 25(3), 209–221.
  • Batum, P., & Öktem, F. (2011). Parental acceptance-rejection, internalizing and externalizing behavior problems in children with learning disabilities. Çocuk Ve Gençlik Ruh Sagligi Dergisi/Turkish Journal of Child and Adolescent Mental Health, 18(1), 5–19.
  • Bonifacci, P., Storti, M., Tobia, V., & Suardi, A. (2016). Specific learning disorders: A look inside children’s and parents’ psychological well-being and relationships. Journal of Learning Disabilities, 49(5), 532–545.
  • Bruck, M. (1986). Social and emotional adjustment of learning disabled children: A review of the issues. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 361–369). Routledge, Taylor & Francis.
  • Capozzi, F., Casini, M. P., Romani, M., De Gennaro, L., Nicolais, G., & Solano, L. (2008). Psychiatric comorbidity in learning disorder: Analysis of family variables. Child Psychiatry and Human Development, 39(1), 101–110.
  • Cen, S., & Aytac, B. (2017). Ecocultural perspective in learning disability: Family support resources, values, child problem behaviors. Learning Disability Quarterly, 40(2), 114–127.
  • Chan, K., Penner, K., Mah, J. W., & Johnston, C. (2010). Assessing parenting behaviors in Euro–Canadian and East Asian immigrant mothers: Limitations to observations of responsiveness. Child & Family Behavior Therapy, 32, 85–102.
  • Chevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34–48.
  • Chi, T. C., & Hinshaw, S. P. (2002). Mother–Child relationships of children with ADHD: The role of maternal depressive symptoms and depression-related distortions. Journal of Abnormal Child Psychology, 30(4), 387–400.
  • Conklin, H. M., Reddick, W. E., Ashford, J., Ogg, S., Howard, S. C., Morris, E. B., … Xiong, X. (2010). Long-term efficacy of methylphenidate in enhancing attention regulation, social skills, and academic abilities of childhood cancer survivors. Journal of Clinical Oncology, 28(29), 4465–4472.
  • Cummings, E. M., Braungart-Reieker, J. M., & Rocher-Schudlich, T. D. (2003). Emotion and personality development in childhood. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology: Developmental psychology (pp. 211–239). New Jersey: John Wiley & Sons Inc.
  • Deater-Deckard, K., & Dodge, K. A. (1997). Externalizing behavior problems and disciplinerevisited: Nonlinear effects and variation by culture, context, and gender. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 8, 161–175.
  • Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1996). Physical discipline amongAfrican American and European American mothers: Links to children’s externalizing behaviors. Developmental Psychology, 32(6), 1065–1072.
  • Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223–236.
  • Erden, G. (2016). Özgül Öğrenme Güçlüğü Belirti Tarama Listesi anne-baba, çocuk ve öğretmen formları geçerlik güvenirlik çalışması [Specific learning disability symptom check list parents, child and teacher form validity and reliability study] (Unpublished manuscript). Department of Psychology, Ankara University, Ankara.
  • Fletcher, K. E., Fischer, M., Barkley, R. A., & Smallish, L. (1996). A sequential analysis of the mother–Adolescent interactions of ADHD, ADHD/ ODD,and normal teenagers during neutral and conflict discussions. Journal of Abnormal Child Psychology, 24(3), 271–297.
  • Goldstein, S. (2011). Learning disabilities in childhood. In S. Goldstein, J. A. Naglieri, & M. DeVries (Eds.), Learning and attention disorders in adolescence and adulthood: Assessment and treatment (pp. 31–58). Hoboken, NJ: John Wiley.
  • Greenham, S. L. (1999). Learning disabilities and psychosocial adjustment: A critical review. Child Neuropsychology, 5(3), 171–196.
  • Grossmann, K. E., Grossmann, K., & Keppler, A. (2005). Universal and culture-specific aspects of human behavior: The case of attachment. In W. Friedlmeier, P. Chakkarath, & B. Schwarz (Eds.), Culture and human development (pp. 71–89). New York, NY: Psychology Press.
  • Heiman, T., & Berger, O. (2008). Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support. Research in Developmental Disabilities, 29, 289–300.
  • Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M. B. (2014). Stable associations between behavioral problems and language impairments across childhood–The importance of pragmatic language problems. Research in Developmental Disabilities, 35(5), 943–951.
  • Hetherington, E. M., & Clingempeel, W. G. (1992). I. Coping with marital transitions: A family systems perspective. Monographs of the Society for Research in Child Development, 57(2–3), 1–207.
  • Jensen, P. S., Rubio-Stipec, M., Canino, G., Bird, H. R., Dulcan, M. K., Schwab-Stone, M. E., & Lahey, B. B. (1999). Parent and child contributions to diagnosis of mental disorder: Are both informants always necessary? Journal of the American Academy of Childand Adolescent Psychiatry, 38(12), 1569–1579.
  • Kagan, J., Kearsley, R. B., & Zelazo, P. R. (1978). Infancy: Its place in human development. Cambridge, MA: Harvard University Press.
  • Karaaslan, O., Diken, I., & Mahoney, G. (2011). The effectiveness of the responsive teaching parent-mediated developmental intervention programme in Turkey: A pilot study. International Journal of Disability, Development and Education, 58(4), 359–372.
  • Karande, S., Kumbhare, N., Kulkarni, M., & Shah, N. (2009). Anxiety levels in mothers of children with specific learning disability. Journal of Postgraduate Medicine, 55(3), 165–170.
  • Karande, S., & Kuril, S. (2011). Impact of parenting practices on parent-child relationships in children with specific learning disability. Journal of Postgraduate Medicine, 57(1), 20–30.
  • Keenan, T., & Evans, S. (2009). An introduction to child development (2nd ed.). London, LD: Sage Publications.
  • Kim, J. M., & Mahoney, G. (2005). The effects of relationship focused intervention on Korean parents and their young children with disabilities. Research in Developmental Disabilities, 26(2), 117–130.
  • Klomek, A. B., Kleinman, M., Altschuler, E., Marrocco, F., Amakawa, L., & Gould, M. S. (2013). Suicidal adolescents’ experiences with bullying perpetration and victimization during high school as risk factors for later depression and suicidality. Journal of Adolescent Health, 53(1), S37–S42.
  • Kowal, A. K., Krull, J. L., & Kramer, L. (2004). How the differential treatment of siblings is linked with parent–Child relationship quality. Journal of Family Psychology, 18(4), 658.
  • Lyon, G. R. (1996). Learning disabilities. The Future of Children, 6(1), 54–76.
  • Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheeden, C. A. (1998). The relationship of parent–Child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5–17.
  • Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: A family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33(1), 32–41.
  • Michaels, C. R., & Lewandowski, L. J. (1990). Psychological adjustment and family functioning of boys with learning disabilities. Journal of Learning Disabilities, 23(7), 446–450.
  • Minuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289–302.
  • Munson, L. J., & Odom, S. L. (1996). Review of rating scales that measure parent-infant interaction. Topics in Early Childhood Special Education, 16(1), 1–25.
  • Nelson, J. M., & Harwood, H. R. (2011). A meta‐analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi‐informant assessment. Psychology in the Schools, 48(4), 371–384.
  • Özkök, E., & Erden, G. (2011, July). Examination of some variables related to reading in clinical and non-clinical groups. 12th European Congress of Psychology, Istanbul, Turkey.
  • Richards, J., Encel, J., & Shute, R. (2003). The emotional and behavioural adjustment of intellectually gifted adolescents: A multi-dimensional, multi-informant approach. High Ability Studies, 14(2), 153–164.
  • Rothman, H. R., & Cosden, M. (1995). The relationship between self-perception of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly, 18(3), 203–212.
  • Samuelsson, M., Thernlund, G., & Ringström, J. (1996). Using the five field map to describe the social network of children: A methodological study. International Journal of Behavioral Development, 19(2), 327–345.
  • Sarıpınar, E., & Erden, G. (2010). Usability of tests measuring academic skills and sensory-motor functions in dyslexia. Turkish Journal of Psychology, 25(65), 56–67.
  • Schuiringa, H., van Nieuwenhuijzen, M., de Castro, B. O., & Matthys, W. (2015). Parenting and the parent–Child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior. Research in Developmental Disabilities, 36, 1–12.
  • Seifer, R. (2005). Who should collect our data: Parents or trained observers. In D. Teti (Ed.), Handbook of research methods in developmental science (pp. 139–235). Blackwell Publishing. UK: John Wiley & Sons.
  • Stone, C. A., & May, A. L. (2002). The accuracy of academic self-evaluations in adolescents with learning disabilities. Journal of Learning Disabilities, 35(4), 370–383.
  • Sturgess, W., Dunn, J., & Davies, L. (2001). Young children’s perceptions of their relationships with family members: Links with family setting, friendships, and adjustment. International Journal of Behavioral Development, 25(6), 521–529.
  • Tannock, R., Frijters, J. C., Martinussen, R., White, E. J., Ickowicz, A., Benson, N. J., & Lovett, M. W. (2018). Combined modality intervention for ADHD with comorbid reading disorders: A proof of concept study. Journal of Learning Disabilities, 51(1), 55–72.
  • Thompson, R. A., Easterbrooks, M. A., & Padilla-Walker, L. M. (2003). Social and emotional development in infancy. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology: Developmental psychology (pp. 91–112). New Jersey: John Wiley & Sons Inc.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.