Cognitive and Learning Profiles of Delinquent and Learning-Disabled Adolescents [microform] / Lynn J. Meltzer and Others

The relationship between juvenile delinquency and learning disabilities has been studied in the context of socioeconomic status, temperament, school success, and peer relationships. To use a process-oriented approach in evaluating cognitive and learning profiles of delinquents and learning disabled adolescents, and to examine the possibility that a specific subgroup of delinquents might display learning profiles similar to the learning disabled, the educational and cognitive profiles of adolescent males (53 delinquent, 26 learning disabled, and 50 average achieving adolescents) were compared over a 2-year period. The Survey of Educational Skills was used to assess reading, spelling, written expression, mathematics, and cognitive problem solving abilities. An analysis of the results showed the existence of various subtypes of delinquency which could be differentiated using process-oriented cognitive and educational assessment techniques. One subtype was unique to delinquency and possibly reflected individuals with behavioral and social problems superimposed on specific learning profiles. A second subtype displayed cognitive and educational profiles which were virtually identical to learning disabled adolescents. The third subgroup was characterized by learning and cognitive profiles which were similar to those of average achievers. Using the process-oriented techniques, delinquency prevention and rehabilitation programs can better identify clients and develop programs to meet their unique needs. (BL)