NCJ Number
86426
Journal
State Court Journal Volume: 6 Issue: 4 Dated: (Fall 1982) Pages: 12-15
Date Published
1982
Length
4 pages
Annotation
Cross-sectional and longitudinal studies show a link between learning disabilities and juvenile delinquency, and an evaluation of a remedial learning program indicates its effectiveness in reducing delinquency among participants.
Abstract
The first study used a cross-section of age groups measured at a single point in time. The sample was composed of 973 teenage boys from the public schools of three cities. They had no prior record of official delinquency. Another study group consisted of 970 teenage boys from the juvenile courts and youth correctional facilities of the same three cities. All youths were given a battery of tests to measure intellectual ability and academic achievement, and they were interviewed about their delinquent activities, attitude toward school, and sociodemographic backgrounds. The second study consisted of a longitudinal analysis of 351 boys from the cross-sectional sample who had no history of official delinquency prior to the research. Interviews concerning delinquent behavior and school attitude were repeated at 1- and 2-year intervals after the initial testing. Both studies provided convincing evidence that learning disabilities were associated with increases in both self-reported and official delinquency. The remediation program evaluated provided direct instruction in the functional areas of a youth's greatest learning deficiency. Participants received individual instruction weekly from a trained specialist. The evaluation research involved the random assignment to remediation and control conditions of juveniles who had been officially adjudicated delinquent. The remediation program apparently reduced delinquent behavior, but changes were not related to improvements in academic achievement, suggesting that the attachment between a youth and the teacher may be the most significant factor in behavioral change.