Ditton P, Green R J, Singer M T
Fam Process. 1987 Mar;26(1):75-87. doi: 10.1111/j.1545-5300.1987.00075.x.
This study explored the relationship between parents' communication deviances and children's placement in a learning disability class. Participants were the parents of 30 learning-disabled students and 30 average students attending junior high school. Samples of communication were taken from parents' participation in an experimental task. Using a "blind" sorting procedure, raters were able to identify 87% of the learning-disabled students' parents by their high communication deviance scores and 77% of the average students' parents by their low communication deviance scores on the experimental communication task (p less than or equal to .0001). Implications for future research on the etiology and remediation of learning disabilities are discussed.
本研究探讨了父母的沟通偏差与孩子被安置在学习障碍班级之间的关系。参与者为30名学习障碍初中生和30名普通初中生的父母。沟通样本取自父母参与的一项实验任务。通过“盲”分类程序，评估者能够根据实验沟通任务中较高的沟通偏差分数识别出87%的学习障碍学生的父母，以及根据较低的沟通偏差分数识别出77%的普通学生的父母（p小于或等于0.0001）。文中还讨论了该研究对未来学习障碍病因及矫正研究的启示。
