Ecocultural Perspectıve In Learnıng Dısabılıty: Famıly Support Resources, Values, Chıld Problem Behavıors

Abstract

Ecocultural theory assumes that familial factors such as family support resources and cultural factors such as values organize, and shape family activities, and influence child developmental outcomes of disabled children. Therefore, in the current study, it was aimed to assess the interaction between familial and cultural factors with child problem behaviors within the perspective of ecocultural theory in learning disabled children aged between 7-14.In total, 90 learning disabled children’ mothers and teachers were participated in this study. They filled Family Support Scale, Portrait Values Questionnaire, Specific Learning Disability Symptom Check List (Teacher Form) and Child Behavior Problem Scale (Teacher Form) and Social-demographical Form. In analysis, Pearson correlation, regression analysis and Hayes’ (2013) moderation analysis were conducted. After testing relationship between support resources and problem behaviors, support analyses were repeated after including learning