NCJ Number
84523
Journal
Canadian Journal of Criminology Volume: 24 Issue: 3 Dated: (July 1982) Pages: 251-263
Date Published
1982
Length
13 pages
Annotation
This Canadian article reviews the literature and research on the nature of learning disabilities and its relationship to criminality, particularly among juveniles.
Abstract
Review of the research on learning disabilities reveals conflicting conclusions, badly designed techniques, and premature certainty about the validity of assessment and treatment methods. The common theme is oversimplification of highly complex socioeconomic variables. However, it is clear that a substantial group of people, ranging in age from the very young through adults, have various serious learning deficits which are not consistent with their intelligence or background. One of the few carefully designed studies focusing on criminality and learning disabilities refutes many common assumptions. This study, conducted by the American Office of Juvenile Justice, does not support the assumption that learning disabled boys engage in more delinquent behavior than do nonlearning disabled boys. Another study suggests that remediation efforts do not produce successful results. Most research does support the conclusion that personality variables are important aspects in criminality prediction and prevention with regard to young children. In general, no relationship between learning disability and criminality has been conclusively demonstrated to date. This finding should be considered by correctional agencies before expansive remedial programs are instituted. The article provides 49 references.