{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:27:32Z","timestamp":1777894052677,"version":"3.51.4"},"reference-count":34,"publisher":"SAGE Publications","issue":"7","license":[{"start":{"date-parts":[[1991,8,1]],"date-time":"1991-08-01T00:00:00Z","timestamp":681004800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1991,8]]},"abstract":"<jats:p>The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.<\/jats:p>","DOI":"10.1177\/002221949102400705","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"406-412","source":"Crossref","is-referenced-by-count":17,"title":["Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior"],"prefix":"10.1177","volume":"24","author":[{"given":"Malka","family":"Margalit","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Katrina","family":"Almougy","sequence":"additional","affiliation":[{"name":"Malka Margalit, PhD, is associate professor of education and chair of the Department of Educational Sciences at Tel-Aviv University. She received her doctoral degree in child development from London University. Her major research interests include psychological aspects of learning disabilities and hyperactivity, familial perspectives of exceptional children, and technology integration into special education. Katrina Almougy is an educational counselor in a junior high school and also works with parent..."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1991,8,1]]},"reference":[{"key":"atypb1","volume-title":"Diagnostic and statistical manual of mental disorders","author":"American Psychiatric Association","year":"1987","edition":"3"},{"key":"atypb2","first-page":"321","volume-title":"Handbook of cognitive, social, and neurological aspects of learning disabilities","author":"Aylward, E.H.","year":"1987"},{"key":"atypb3","volume-title":"Parental and famillial resources among families with disabled children","author":"Bargteil, D.M.","year":"1989"},{"key":"atypb4","volume-title":"The visual-motor Gestalt test","author":"Bender, L.","year":"1946"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.4159\/9780674028845"},{"key":"atypb6","first-page":"361","volume-title":"Handbook of cognitive, social, and neurological aspects of 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