Parental perception of learning-disabled children's adjustment problems and related stress

Area of Science:

• Child Psychology
• Developmental Psychology
• Family Studies

Background:

• Learning disabilities (LD) present unique challenges for families.
• Parental stress and child behavior are interconnected.
• Understanding factors influencing parental stress is crucial for support.

Purpose of the Study:

• To examine parental ratings of child behavior problems and stress in families with learning-disabled (LD) children.
• To investigate the influence of child and parent characteristics on these ratings.
• To identify specific factors associated with higher parental stress.

Main Methods:

• Mothers and fathers of LD children completed the Child Behavior Checklist (CBCL).
• Parents rated the stress associated with each child behavior problem.
• Data were analyzed considering child's sex, age, IQ, LD severity, parents' age, locus of control, self-concept, and family SES.

Main Results:

• Both parents rated externalizing behaviors higher than internalizing behaviors.
• Boys with LD were rated as more problematic and stressful than girls.
• Higher child adjustment problems and parental stress were reported by parents of younger children and by fathers with lower self-concept.
• Mothers reported greater stress than fathers, particularly those of higher SES with an external locus of control.

Conclusions:

• Parental stress in families with LD children is influenced by child's sex, age, and behavioral issues.
• Maternal stress is significantly impacted by socioeconomic status and locus of control.
• Targeted interventions may be beneficial for parents experiencing higher stress levels, especially mothers in certain demographic groups.