The Relationship Between Family Composition and Social Behavior for Students with Mild Disabilities in Schools

Previous research identifies significant differences in children's problem behavior across various family structures, particularly noting more challenging behaviors in children from single parent families. Utilizing a pre-existing data set of Behavioral Objective Sequence (BOS) scores, this study investigated teacher ratings of social behavioral skills in students with mild disabilities, focusing on differences between groups of students from a variety of family compositions. Results indicated no significant difference in social behavioral skills among children from different family groups, taking into account the student's age. The covariate of age was significant on each of six BOS subscales, suggesting that children develop and improve social behavioral skills as they age, regardless of family composition.

Name thesis:degree_name

EdS

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Clark, Amanda

• divorce
• family
• social behavior
• social skills
• school behavior
• Counseling Psychology
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/996

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-1995