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Biomedical subjects

G M Morrison

Publications and source records attributed to G M Morrison.

26 records · Page 2Linked to original sources
PubMed1988

Perceptions of communication, cohesion, and adaptability in families of adolescents with and without learning handicaps.

Adaptability, cohesion, and communication patterns were studied in 30 families of learning-handicapped adolescents and 30 families of nonhandicapped adolescents. Parent and adolescent perspectives on each of these variables were solicited. The results indicated that adolescents in each of these groups had similar perspectives on adaptability, cohesion, and communication. The parents of the learning-handicapped adolescents, however, felt that their families were less cohesive and had lower levels of communication about problems than did their offspring. When levels of communication were related to adaptability and cohesion, it was evident for both groups that the families with high reported cohesiveness had the most positive communication patterns. Additionally, adolescents rated their families higher on communication if they also perceived a greater amount of flexibility in adaptation.

Adaptation, Psychological↗
PubMed1985

The social status-socioempathy relationship among mildly handicapped and nonhandicapped children: analysis of the person X environment fit.

The notion of person X environment fit was explored as a framework for understanding the relationship between the social status and socioempathy abilities of 234 nonhandicapped and 85 mildly handicapped children in special- and regular-education settings. The results revealed that the amount of discrepancy between actual and estimated social status varied according to child characteristics and the classroom placement settings in which those measurements were taken. Additionally, the person X environment fit model was found to be appropriate for describing the relationship between social status and socioempathy. That is, accurate estimators of social status were significantly more popular than underestimators or overestimators. In turn, underestimators were more popular than overestimators. The same relationships were found for estimates of rejection. The above relationships were examined for integrated and segregated classroom settings.

Awareness↗
PubMed1981

Perspectives of social status of learning handicapped and nonhandicapped students.

The social status of mildly learning handicapped and nonhandicapped students and their own perceptions of and their ideal preference for social status were investigated. In study 1 the social-status perspectives of handicapped vs. nonhandicapped students in a regular-class environment into which the mildly learning handicapped students had been mainstreamed was compared. Results indicated that the mildly handicapped children overestimated their social status in the direction of their ideal. In Study 2 the social-status perspectives of the same mildly learning handicapped students in two classroom settings were compared. Although these children overestimated their social status in the regular-class setting, their estimates and ideals were accurate in their special-class settings. Implications for intervention were discussed.

Attitude↗
PubMed1980

Convergent and discriminant validity of project PRIME's Guess Who?

Two forms of the Guess Who?, a peer-assessment instrument, were administered to 1,095 mildly handicapped learners and 143 teachers. Factor analysis of the student and teacher ratings yielded three factors--disruptive, bright, and dull--for both sets of data. Factor scores for the student and teacher forms were then intercorrelated in a multitrait-multimethod matrix, and the results established the convergent and discriminant validity of the instrument. The finding that teachers could provide valid estimates of student perceptions of the three traits was interpreted as promising for future research.

Child↗
PubMed1980

System-identification of mildly mentally retarded children: implications for interpreting and conducting research.

The position was taken that the system identification of EMR children is designed to find children for service delivery and is not intended to identify a population with known parameters. Variability in the system derives from several sources: teacher judgment of academic failure, teacher referral, screening of referrals, and factors related to the assessment process. Moreover, recent litigation and sociopolitical forces have compounded this variability to the point of obscuring the population parameters of EMR or mildly mentally retarded children. The implications of such variability in characteristics of mildly retarded children were discussed in terms of interpreting past research and conducting future research.

Child↗