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The ability of children to recognize and control emotions, termed social-emotional skills development, is critical for normal socialization and participation in important activities such as education. Children with physical barriers may have greater difficulty developing optimal socialemotional skills due social rejection and over-protection by parents. For these children, family is the greatest potential resource to assist in this process. The current study examined the associations between family functioning and social-emotional skills among school-aged children with physical barriers. One hundred and twenty families including a child with hearing impairment, visual impairment, physical disability, or speech impairment participated in this study. The Family Assessment Device (FAD) was used to measure family functioning and the Elementary Student’s Social-Emotional Skills Measurement was used to assess the three critical social-emotional skill components persistence, self-control, and social competence. Regression analyses reveal significant positive correlations between family functioning (total FAD score) and both self-control (r = 0.209, p < 0.05) and social competence (r = 0.364, p < 0.01). Individual domains of family functioning had distinct effects on social-emotional skills development. Emotional responsiveness influenced all three components, while emotional involvement and problem-solving strongly influencing self-control and social competence. Social-emotional skills development programs for children with physical barriers should include interventions for supporting and improving family functioning, especially emotional support and problem solving.

Influence of Family Functioning on Social-Emotional Skills Development Among Children With Physical Barriers