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ERIC Number: ED258394
Record Type: RIE
Publication Date: 1983-Dec
Pages: 536
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Differentiating Psychosocial Risk as a Means of Individualizing Programs for Handicapped Children and Their Families. Final Report. Part I and II.
Maykut, Pamela
The purpose of the study was to investigate the relationship between the physical, social, and psychological variables of the family environment and children's developmental performance on measures of cognition, academic achievement, and affective characteristics. A sample of 69 families was administered a multicomponent family assessment instrument designed to measure family process variables related to the quality of the language-learning environment, the quality of the social-emotional environment, the family's sociodemographic characteristics, health status, stability, and the quality of the physical home environment. A sample of 182 children from these families was administered a set of performance measures assessing cognitive functioning, academic achievement, and affective development. A series of multivariate analyses revealed that families could be differentiated into two distinctly different groups (high- and low-risk). School-age children from high-risk families performed significantly below children from low-risk families across performance measures. Further examination indicated that family risk variables combined in significantly different ways to predict cognitive functioning and achievement grade discrepancy scores for younger as compared to older children. Part II contains 15 appendixes whose principal topics include the following: (1) psychometric characteristics of selected family assessment instruments; (2) family interview schedule booklet; (3) parent answer booklet; (4) post-observation form, scoring instructions, and scoring sheet; and (5) psychometric characteristics of selected child assessment instruments. (Author/CL)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison.
Note: Ph.D. Dissertation, University of Wisconsin-Madison. Submitted under the title "The Relationship between Family Variables and Children's Developmental Performance'"