Mink I T, Meyers C E, Nihira K
Am J Ment Defic. 1984 Sep;89(2):111-23.
A battery of instruments dealing with family social environment and family and child characteristics and behavior was administered to 218 families with slow-learning children in EMR and educably handicapped programs. Cluster analysis was performed on family environment variables. Seven unique family clusters, each with distinctive patterns of characteristics, were identified: child-oriented, cohesive; learning-oriented, high residential quality; low disclosure, unharmonious; disadvantaged, noncohesive; achievement-oriented, low residential quality; expression-oriented with few sociocultural interests; and outerdirected with little achievement-orientation. Comparisons among the clusters and ethnographic/interviewer observations revealed significant differences in other family and child characteristics and behavior. Development of a classification system for families with retarded children was discussed.
我们使用了一系列用于评估家庭社会环境、家庭及儿童特征与行为的工具，对218个参与教育心理康复（EMR）和可教育障碍项目的学习迟缓儿童家庭进行了调查。对家庭环境变量进行了聚类分析。确定了七个独特的家庭类别，每个类别都有独特的特征模式：以儿童为导向、凝聚力强；以学习为导向、居住质量高；低开放性、不和谐；处境不利、缺乏凝聚力；以成就为导向、居住质量低；以表达为导向但社会文化兴趣较少；以及外向但几乎没有成就导向。对这些类别之间的比较以及人种志/访谈观察结果显示，在其他家庭和儿童特征与行为方面存在显著差异。文中还讨论了为智障儿童家庭开发分类系统的问题。
