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An Analysis of the Learning Styles of Adolescent Delinquents

Lynn J. Meltzer is director of psycho—educational services and research in the Division of Ambulatory Pediatrics at the Children's Hospital, Boston. She received her PhD in psychology from the University of the Witwatersrand, Johannesburg. South Africa. Address: Dr. Lynn Meltzer, Psycho-Educational Services, Division of Ambulatory Pediatrics, The Children's Hospital, 300 Longwood Avenue, Fegan 5, Boston. Massachusetts 02115.

Melvin D. Levine, MD

Melvin D. Levine is the chief of the division of ambulatory pediatrics. Children's Hospital, Boston. He received his MD in Pediatrics from Harvard University.

Walt Karniski, MD

Walt Karniski is director of behavioral and developmental pediatrics, All Children's Hospital, St. Petersburg, Florida. He received his MD in pediatrics from the University of Kansas and was a fellow in developmental pediatrics at Children's Memorial Hospital, Boston.

Judith S. Palfrey, MD

Judith S. Palfrey is associate director of the community services program, and associate in medicine at Children's Hospital, Boston. She received her MD from Columbia. University, College of Physicians and Surgeons.

Simon Clarke, MD

Sinon Clarke is in the pediatrics department Westmead Center, Westwead, Australia. He received his FCP in Pediatrics from University of Sydney. Australia.

The association between school failure and antisocial behavior has been the focus of much discussion but little consensus. In the present study, 53 delinquent adolescents and 51 junior high school students were compared on the basis of their learning profiles. An educational battery was devised to evaluate quality of learning style and error clusters in addition to traditional grade-equivalents. Significant differences were found in the type and prevalence of multiple error clusters within each of the eight educational skill areas and across the eight combined skills. In a second part of the study early school records and parent questionnaires were reviewed. Results indicated a significantly higher prevalence of school problems among the delinquents as early as kindergarten. By second grade, 45% of the delinquents were already delayed in reading and 36% in handwriting, in contrast to only 14% of the comparison group (p < .001). Finally, the prevalence of special education services recommended or provided over the years was surveyed. It is concluded that the learning styles of delinquents may be qualitatively different and that early learning difficulties may provide a sensitive indicator of risk for later delinquency.

Journal of Learning Disabilities, Vol. 17, No. 10, 600-608 (1984)
DOI: 10.1177/002221948401701006


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