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.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Clark, Amanda, "The Relationship Between Family Composition and Social Behavior for Students with Mild Disabilities in Schools" (2007). Theses and Dissertations. 996.
divorce, family, social behavior, social skills, school behavior