This study examined the effects on the family as reported by 48 mothers and 35 fathers of young children with special needs. The Family Support Scale (FSS), Family Adaptability and Cohesion Evaluation Scales (FACES III), and Comprehensive Evaluation of Family Functioning Scale (CEFF) were administered to assess (1) social support, (2) family satisfaction, and (3) impact, respectively. CEFF items cited as problems by 30% or more of mothers and fathers were identified. Statistically significant differences were found between mothers' and fathers' responses on the CEFF subscales of Time Demands, Coping, and Well-Being. No statistically significant differences were found on the CEFF problem scores or on the FSS or FACES III. These results have implications for the types of services programs may provide to different family members.
Bailey, D.B., & Simeonsson, R.J. (1988a). Assessing needs of families with handicapped infants. The Journal of Special Education, 22, 117–127.
3.
Bailey, D.B., & Simeonsson, R.J. (1988b). Family assessment in early interuention. Columbus, OH: fAerriil Publishing.
4.
Bailey, D.B., Simeonsson, R.J., Winton, P.J., Huntington, G.S., Comfort, M., Isbell, P., O'Donnell, K.J., & Helm, J.M. (1986). Family-focused intervention: A functional model for planning, implementing, and evaluating individualized family services in early intervention. Journal of the Diuision for Early Childhood, 10, 156–171.
5.
Beckman, P., & Bristol, M. (1987, November). Stress and support in mothers and fathers of young handicapped and nonhandicapped children. Paper presented at the National Early Childhood Conference on Children with Special Needs, Denver.
6.
Bristol, M.M., Reichle, N.C., & Thomas, D.D. (1987). Changing demographics of the American family: Implications for single-parent families of young handicapped children. Journal of the Diuision for Early Childhood, 12, 56–69.
7.
Crnic, K.A., Friedrich, W.N., & Greenberg, M.T. (1983). Adaptation of families with mentally retarded children: A model of stress, coping, and family ecology. American Journal of Mental Deficiency, 88, 125–138.
8.
Dunst, C.J., Jenkins, V., & Trivette, C.M. (1984). The Family Support Scale: Reliability and validity. Journal of Indiuidual, Family, and Community Wellness, 1(4), 45–52.
9.
Dunst, C.J., Trivette, C.M., & Deal, A.G. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.
10.
Fowler, S.A., Chandler, L.K., Johnson, T.E., & Stella, M.E. (1988). Individualizing family involvement in school transitions: Gathering information and choosing the next program. Journal of the Division for Early Childhood, 12, 208–216.
11.
Johnson, B.H., McGonigel, M.J., & Kaufmann, R.K. (Eds.). (1988). Guidelines and recommended practices for the Individualized Family Sewice Plan. Washington, DC: Association for the Care of Children's Health.
12.
Leet, H.E., & Dunst, C.J. (1985). Family Resource Scale. Morganton, NO. Western Carolina Center.
13.
McCubbin, H.I., Patterson, J.M., & Wilson, L.R. (1983). Family Inventory of Life Events and Changes. Madison, WI: Family Stress Coping and Health Project.
14.
McLinden, S.E. (1988). The Comprehensive Evaluation of Family Functioning Scale. Lgan, Utah: Early Intervention Research Institute.
15.
McLinden, S.E. (1989, March). The use of parental self-report measures in planning and evaluating eariy intervention sewices for families. Paper presented at the 21st Annual Convention of the National Association of School Psychologists, Boston.
16.
Olson, D.H., Portner, J., & Lavee, Y. (1985). Family Adaptability and Cohesion Evaluation Scales (FACES III). St. Paul: University of Minnesota, Family Social Science.
17.
Olson, D.H., Russell, C.S., & Sprenkle, D.H. (1983). Circumplex model VI: Theoretical update. Family Process, 18, 3–28.
18.
Salisbury, C.L. (1987). Stressors of parents with young handicapped and nonhandicapped children. Journal of the Division for Early Childhood, 11, 154–160.
19.
Strain, P.S. (1988). The evaluation of early intervention research: Separating the winners from the losers. Journal of the Diuision for Eariy Childhood, 12, 182–190.
20.
Tavormina, J.B., Boll, T.J., Dunn, N.J., Luscomb, R.L, & Taylor, J.R. (1981). Psychosocial effects on parents of raising a physically handicapped child. Journal of Abnormal Child Psychology, 9(1), 121–131.
21.
Trivette, C.M. (1982). The study of role division and stress in families with handicapped children. Unpublished master's thesis, Appalachian State University, Boone, NC
22.
Tumbull, A.P., & Winton, P.J. (1984). Parent involvement policy and practice: Current research and implications for families of young, severely handicapped children. In J. Blacher (Ed.), Severely handicapped young children and their families (pp 377–400). Orlando, FL: Academic Press.
23.
Winton, P.J., & Tumbull, A.P. (1981). Parent involvement as viewed by parents of preschool handicapped children. Topics in Early Childhood Special Education, 7(3), 11–19.
