... The results of this study demonstrated that both groups of students who were identified as at risk for developing learning disabilities ... Research on social competence combines cognitive andemotional dimensions (Guralnick, 1992;... more
... The results of this study demonstrated that both groups of students who were identified as at risk for developing learning disabilities ... Research on social competence combines cognitive andemotional dimensions (Guralnick, 1992; Haring, 1992) within different situational ...
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This chapter reviews research focusing on two major themes regarding parents and children with Down syndrome: the shift from a pathology perspective to a stress and coping approach, and the study of parent-child interactions, attachment,... more
This chapter reviews research focusing on two major themes regarding parents and children with Down syndrome: the shift from a pathology perspective to a stress and coping approach, and the study of parent-child interactions, attachment, and relationships. It calls for the additional future exploration of the inconsistent findings regarding parents' stress, family-focused programs, parental personal resources, fathers' perspectives, and coping resources.
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The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and affect) in moderating the effects of learning disabilities (LD) on children's socioemotional and behavioral adjustment... more
The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and affect) in moderating the effects of learning disabilities (LD) on children's socioemotional and behavioral adjustment (self-rated sense of coherence, loneliness, and hope; and mother-rated child behavior checklist measures), as well as on their secure attachment among school-age children with LD. The sample consisted of 110 mother—child dyads: 59 mothers and their children with LD (29 boys, 30 girls) and 51 mothers and their typically developing children (21 boys, 30 girls) from the same schools. Preliminary analyses indicated significant group differences on all children's measures and in several of the maternal personal resources. Mothers' low use of avoidant coping strategies and less avoidance in close relationships with significant others were found to moderate the effect of children's disabilities on children's level of loneliness, feelings of ...
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This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel,... more
This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country.
Research Interests: Education, Australia, International, Adolescent, Learning Disabilities, and 15 moreIsrael, DSM, India, Italy, Greece, Germany, Humans, Child, Learning Disability, Disabled children, Great Britain, Internationality, Health Professions, Attention deficit disorder with hyperactivity, and Attention deficit hyperactivity disorder
This study examined the contribution of a model of maternal characteristics in explaining mothers’ involvement in the early intervention of their 1- to 7-year-old children with hearing loss. The model of maternal factors affecting... more
This study examined the contribution of a model of maternal characteristics in explaining mothers’ involvement in the early intervention of their 1- to 7-year-old children with hearing loss. The model of maternal factors affecting mothers’ involvement in intervention comprised (a) four personal characteristics conceived as exogenous variables (anxiety, curiosity, anger, and motivation) and (b) two maternal context-based perceptions conceived as mediating variables (pessimism about their children’s potentials and informal social support). The sample included 114 mother—child dyads (67 boys, 47 girls) who attended the Kesher early intervention program in Israel. Path analysis indicated a high fit between the theoretical model and the empirical findings. Discussion focused on understanding the unique value of mothers’ characteristics for their involvement in their children’s early intervention programs.
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Research Interests: Psychology, Developmental Psychology, Linguistics, Negative Affect, Path Analysis, and 9 morePositive Affect, Public health systems and services research, Sense of coherence, Family and child studies, Learning Disabled, Socioemotional Selectivity Theory, Theoretical Model, Cumulant, and Protective Factor
... Loneliness. The loneliness experience is a global indicator of dissatisfaction from the quality and/or the quantity of individuals' social interrelations (Asher et al. 19908. Asher, SR, Parkhurst, JT, Hymel, S. and Williams,... more
... Loneliness. The loneliness experience is a global indicator of dissatisfaction from the quality and/or the quantity of individuals' social interrelations (Asher et al. 19908. Asher, SR, Parkhurst, JT, Hymel, S. and Williams, GA 1990. Peer rejection and loneliness in childhood. ...
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... Loneliness. Loneliness reflects a global indicator of dissatisfaction from the quality and/or the quantity of individuals' social interrelations (Asher et al., 199011. Asher, SR, Parkhurst, JT, Hymel, S. and Williams, GA... more
... Loneliness. Loneliness reflects a global indicator of dissatisfaction from the quality and/or the quantity of individuals' social interrelations (Asher et al., 199011. Asher, SR, Parkhurst, JT, Hymel, S. and Williams, GA 1990. ... Asher, SR and Paquette, JA 2003. ...
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Research Interests:
... ecological conditions, and cultural codes and values (Vaughn, McIntosh, & Hogan, 1990), this chapter discusses the loneliness experience reported by students with learning disabilities as related to different age groups, and... more
... ecological conditions, and cultural codes and values (Vaughn, McIntosh, & Hogan, 1990), this chapter discusses the loneliness experience reported by students with learning disabilities as related to different age groups, and ecological conditions within a systemic model. ...
Research Interests: Psychology and Loneliness
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This study examined the role of adolescents’ perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining... more
This study examined the role of adolescents’ perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness, positive/negative affect, and externalizing/internalizing problems), among adolescents with learning disabilities (LD), with comorbid LD and attention-deficit/hyperactivity disorder (ADHD), or with typical development (TD). Participants were 280 adolescents in Grades 10 through 11 in three groups: LD ( n = 90), comorbid LD and ADHD ( n = 91), and TD ( n = 98). Preliminary analyses yielded significant group differences on most socioemotional and behavioral measures. Structural equation modeling (SEM) analysis indicated high fit between the theoretical model and empirical findings and partially different patterns of relationships among the model’s com...
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Research Interests:
This study compared emotional and coping resources of two parent groups with children ages 8 to 12 years—children with learning disabilities (LD) versus with typical development—and explored how mothers’ and fathers’ emotional resources... more
This study compared emotional and coping resources of two parent groups with children ages 8 to 12 years—children with learning disabilities (LD) versus with typical development—and explored how mothers’ and fathers’ emotional resources (low anxious/avoidant attachment, low negative affect, and high positive affect) may explain differences in parents’ coping resources (active/avoidant coping with a child-related problem, sense of coherence). Parents ( N = 410) comprised 107 couples with LD children and 98 couples with typically developing children. Significant group differences emerged on parental coping strategies, and significant sex differences emerged too, more so in the LD group. As hypothesized, parental emotional resources contributed to coping resources, although this differed partially between groups. Discussion focuses on the unique value of emotional resources for coping resources in both populations.
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This study examined a cumulative model of vulnerability and protective factors at the individual level (children’s attachment relationships with father and children’s sense of coherence) and at the family level as manifested by fathers’... more
This study examined a cumulative model of vulnerability and protective factors at the individual level (children’s attachment relationships with father and children’s sense of coherence) and at the family level as manifested by fathers’ coping resources (fathers’ sense of coherence, fathers’ active and avoidant coping strategies) in helping to explain differences in socioemotional and behavioral adjustment among children at the age 8 to 12 years with learning disabilities (LD) and or with typical development. The sample included 205 father-child dyads: 107 fathers and their children having LD and 98 fathers and their children with typical development, from the same public elementary schools. Preliminary analyses indicated significant group differences on all the children’s measures as well as on fathers’ avoidant coping strategies. Path analysis examined the multidimensional risk model for the LD and non-LD groups. The study found a high fit between the theoretical model and the emp...
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This study examined the contribution of a multidimensional model of risk factors in explaining adaptive functioning among 5- to 6.5-year-old kindergartners with mild developmental delays who were considered at risk for developing learning... more
This study examined the contribution of a multidimensional model of risk factors in explaining adaptive functioning among 5- to 6.5-year-old kindergartners with mild developmental delays who were considered at risk for developing learning disorders. Risk factors included (a) child characteristics, (b) maternal and familial ecological variables, and (c) the child's attachment style as perceived by the mother. The sample included 145 Israeli mother—child dyads: 70 mothers and their children at risk for developing learning disorders (51 boys, 19 girls) and 75 mothers and their typically developing children (46 boys, 29 girls) from the same general education kindergartens. Data were collected from children's self-reports, mothers' narratives, and teachers' ratings. Path analysis examined the multidimensional risk model for the two groups. The study indicated a high fit between the theoretical model and the empirical findings and showed a different pattern of relations between the model's components for the two populations studied.