The study examined perceptions of family relationships and communication in 52 families who have an adolescent child diagnosed with learning disabilities (LD) with a matched group of 52 families who have a child without LD. Parents and youth completed a self-reported Family Relations and Communication Scales assessment. Findings revealed parents perceived their child as either overinvolved or underinvolved with their parents and not sharing the same values and norms as their parents. Findings indicated that parents of youth with and without LD share similar perceptions of both the openness and problematic aspects of family communication. Youth with and without LD reported higher levels of problematic maternal involvement than perceived by the mothers; youth without LD rated their mothers' affective expression higher than reported by their mothers; both groups of youth perceived their mothers' and their fathers' communication as less open and more problematic than reported by their parents.
Al-Yagon, M. (2007). Social-emotional and behavioral adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. Journal of Special Education, 40, 205-217.
2.
Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and social-emotional and academic adjustment among school-age children with learning disabilities. Learning Disabilities Research and Practice, 19, 12-19.
3.
Antshel, K.M., & Joseph, G.R. (2006). Maternal stress in nonverbal learning disorder: A comparison with reading disorder. Journal of Learning Disabilities , 39, 194-205.
4.
Baigas, H.R. (2002). Families and learning in classified and non-classified first graders. Dissertation Abstracts International Section A: Humanities and Social Sciences, 63(2-A). (UMI No. 3045072)
5.
Barnes, H., & Olson, D.H. (1982). Parent-adolescent communication. Family inventories . St. Paul, MN: Family Social Science .
6.
Belsky, J. (1997). Variation in susceptibility to environmental influences: An evolutionary argument. Psychological Inquiry, 8, 182-186.
7.
Brissette, I., Scheier, M.F., & Carver, C.S. (2002). The role of optimism in social network development, coping, and psychology adjustment during a life transition. Journal of Personality and Social Psychology, 82, 102-111.
8.
Chapman, J.W., & Boersma, F.J. (1979). Learning disabilities, locus of control, and mother attitudes. Journal of Educational Psychology, 71, 250-258.
9.
Dyson, L.L. (1996). The experiences of families of children with learning disabilities: Parental stress, family functioning, and sibling self-concept . Journal of Learning Disabilities, 29, 280-286.
10.
Dyson, L.L. (2003). Children with learning disabilities within the family context: A comparison with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research and Practice, 18, 1-9.
11.
Greenberg, M.T., Speltz, L., DeKlyen, M., & Jones, K. (2001). Correlates of clinical referral for early conduct problems: Variable and person-oriented approach. Development and Psychopathology, 13, 255-276.
12.
Hartos, J.L., & Power, T.G. (2000). Association between mother and adolescent reports for assessing relations between parent-adolescent communication and adolescent adjustment. Journal of Youth and Adolescence, 29, 441-450.
13.
Humphries, T.W., & Bauman, E. (1980). Maternal child rearing attitudes associated with learning disabilities. Journal of Learning Disabilities, 13, 54-57.
14.
Jackson, S., Bijstra, J., Oostra, L., & Bosma, H. (1998). Youth perceptions of communication with parents relative to specific aspects of relationships with parents and personal development . Journal of Adolescence, 21, 305-322.
15.
Keogh, B.K., & Weisner, T. (1993). An ecocultural perspective on risk and protective factors in children's development: Implications for learning disabilities . Learning Disabilities Research and Practice, 8, 3-10.
16.
Lyytinen, P., Rasku-Puttonen, H., Poikkeus, A.M., Laakso, M.L., & Ahonen, T. (1994). Mother-child teaching strategies and learning disabilities. Journal of Learning Disabilities, 27, 186-192.
17.
Maccoby, E.E. (2000). Parenting and its effects on children: On reading and misreading behavior genetics. Annual Reviews of Psychology , 51, 1-27.
18.
MacMillan, D.L., Gresham, F.M., & Bocian, K.M. (1998). Discrepancy between definitions of learning disabilities and school practices: An empirical investigation. Journal of Learning Disabilities, 31, 314-326.
19.
Margalit, M. (1982). Learning disabled children and their families: Strategies of extension and adaptation of family therapy. Journal of Learning Disabilities, 15, 594-595.
20.
Margalit, M., & Heiman, T. (1986). Family climate and anxiety in families with learning disabled boys. Journal of the American Academy of Child Psychiatry , 25, 841-846.
21.
Marta, E. (1997). Parent-adolescent interactions and psychosocial risk in adolescents: An analysis of communication, support, and gender. Journal of Adolescence, 20, 473-487.
22.
McLoughlin, J.A., Clark, F.L., Mauck, A.R., & Petrosko, J. (1987). A comparison of parent-child perceptions of student learning disabilities. Journal of Learning Disabilities, 20, 357-360.
23.
McNamara, J.K., Willoughby, T., Chalmers, H., & Ylc-Cura ( 2005). Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder. Learning Disabilities Research and Practice, 20, 234-244.
24.
Michaels, C.R., & Lewandowski, L.J. (1990). Psychological adjustment and family functioning of boys with learning disabilities. Journal of Learning Disabilities, 23, 446-450.
25.
Montemayor, R. (1986). Family variation in parent-adolescent storm and stress. Journal of Adolescent Research, 1, 15-31.
26.
Morrison, G.M., & Cosden, M.A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly , 20, 43-60.
27.
Morrison, G.M., & Zetlin, A. (1988). Perceptions of communication, cohesion, and adaptability in families of youth with and without learning handicaps. Journal of Abnormal Child and Psychology, 16, 675-685.
28.
Morrison, G.M., & Zetlin, A. (1992). Family profiles of adaptability, cohesion, and communication for learning handicapped and nonhandicapped youth. Journal of Youth and Adolescence, 21, 225-240.
29.
Murray, C., & Greenberg, M.T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. Journal of Special Education , 39, 220-233.
30.
National Joint Committee on Learning Disabilities. (1989, September 18). Letter from NJCLD to member organizations. Topic: Modifications to the NJCLD definition of learning disabilities. Washington, DC: Author.
31.
Noller, P. (1995). Parent adolescent relationship. In M. A. Fitspatri & A. L.Vangelisti (Eds.), Explaining family interactions (pp. 77-111). Thousand Oaks, CA: Sage.
32.
Noller, P., & Callan, V.J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence , 19, 349-362.
33.
Omizo, M.M., Amerikaner, M.J., & Michael, W.B. (1985). The Coopersmith Self-Esteem Inventory as a predictor of feelings and communication satisfaction toward parents among learning disabled, emotionally disturbed and normal youth. Educational and Psychological Measurement, 45, 389-395.
34.
Razzino, B.E., Ribordy, S.C., Grant, K., Ferrari, J.R., Bowden, B.S., & Zeisz, J. (2004). Gender-related processes and drug use: Self-expression with parents, peer group selection, and achievement motivation. Adolescence, 39, 167-177.
35.
Reed, M.J., Lewis, T., & Lund-Lucas, E. (2006). Access to post-secondary education and services for students with leaning disabilities: Student, alumni and parent perspectives from two Ontario Universities. Higher Education Perspectives, 2(3). Retrieved November 12, 2007, from http://aries.oise.utoronto.ca/highered/index.php
36.
Richardson, R.A. (2004). Early adolescence talking points: Questions that middle school students want to ask their parents. Family Relations , 53, 87-94.
37.
Riesch, S.K., Anderson, L.S., & Krueger, H.A. (2006). Parent-child communication processes: Preventing children's health-risk behavior. Journal for Specialists in Pediatric Nursing, 11, 41-56.
38.
Rock, E.E., Fessler, M.A., & Church, R.P. (1997). The concomitance of learning disabilities and emotional/behavioral disorders: A conceptual model. Journal of Learning Disabilities, 30, 245-263.
39.
Scruggs, T.E., & Mastropieri, M.A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155-168.
40.
Shaw, L.H., & Gant, L.M. (2002). In defense of the Internet: The relationship between Internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology and Behaviors, 5, 157-170.
41.
Shek, D.T.L., Lee, B.M., Lee, T.Y., & Lam, C.M. (2006). Frequency, satisfaction and quality dimensions of perceived parent adolescent communication among Chinese adolescents in Hong Kong. International Journal of Adolescent Medicine and Health, 18, 259-270.
42.
Shumow, L., & Lomax, R. (2002). Parental efficacy: Predictor of parenting behavior and adolescent outcomes. Parenting: Science and Practice, 2, 127-150.
43.
Siegel, L.S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-478.
44.
Skinner, H.A., Steinhauer, P.D., & Santa-Barbara, J. (1995). Manual for the Family Assessment Measure Version III. Toronto, Canada: Multi-Health Systems Inc.
45.
Slavin, R.E. (1994). Educational psychology: Theory and practice (4th ed.). Boston: Allyn & Bacon.
46.
Spencer, M.B., Cole, S.P., DuPree, D., Glymph, A., & Pierre, P. (1993). Self-efficacy among urban African American early youth: Exploring issues of risk, vulnerability, and resilience. Development and Psychopathology, 5, 719-739.
47.
Stolz, H.E., Barber, B.D., & Olsen, J.A. (2005). Toward disentangling fathering and mothering: An assessment of relative importance. Journal of Marriage and the Family, 67, 1076-1092.
48.
Stone, C.A., Bradley, K., & Kleiner, J. (2002). The role of parental perceptions and interaction patterns in the creation of opportunities for children with language/learning disabilities. In B. Wong & M. Donahue (Eds.), The social dimensions of learning disabilities (pp. 133-160). Mahwah, NJ: Lawrence Erlbaum.
49.
Tiu, R.D., Thompson, L.A., & Lewis, B.A. (2003). The role of IQ in a component model of reading . Journal of Learning Disabilities, 36, 424-436.
50.
Walsh, F. (1998). Strengthening family resilience. New York: Guilford.
51.
Wechsler, D. (1991). Manual for the Wechsler Intelligence Scale for Children-Third Edition. San Antonio, TX: Psychological Corporation.
52.
Wenz-Gross, M., & Siperstein, G.N. (1998). Students with learning problems at risk in middle school: Stress, social support, and adjustment . Exceptional Children, 65, 91-100.
53.
Wilkinson, G.S. (1993). Wide Range Achievement Test-3 manual. Wilmington, DE: Wide Range.
54.
Winter, M.G., & Sugar, L.A. (2000). Relationships with parents, personality, and the university transition. Journal of College Student Development , 41, 202-214.
55.
Winter, M.G., & Yaffe, M. (2000). First-year students' adjustment to university life as a functioning of relationships with parents. Journal of Adolescent Research, 15, 9-37.
56.
Wong, B.Y.L. (2003). General and specific issues for researchers' consideration in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research and Practice , 18, 68-76.
57.
Woodcock, R.J. (1987). Manual for Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Services.
58.
Yu, G., Zhang, Y., & Yan, R. (2005). Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships . Psychology in the Schools, 42, 325-331.
