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Effects of information about learning disabilities for learning disabled adjudicated adolescents
Abstract
The present study investigated the influence of cognitive training providing information about learning disabilities on two measures of achievement-related behaviors: the self-concept and comprehension of learning disabilities for five adjudicated learning-disabled adolescent delinquents. The subjects were four male African Americans and one Spanish American male ages thirteen through sixteen, who were incarcerated in a Department of Youth Services secure facility in Western Massachusetts. The study used a single-subject A B A design, and training was provided individually to subjects over the course of ten daily sessions. The training was based upon a text (Student Response booklet) developed by the experimenter. The subjects' task persistence was measured using daily observation in mathematics classes. Subject productivity was measured using a daily tally of the number of math problems attempted. Measures of the subjects' self-concept were obtained using a pre/posttest measure of the Coopersmith Self-Esteem Inventory; measures of knowledge of learning disabilities were obtained using Pre/posttest measures of the Kernan Learning Disabilities Inventory. Results revealed treatment effects for all subjects on measures of knowledge of learning disabilities. Four subjects showed treatment effects on School and Academic subscale measures of self-concept. One subject showed a significant treatment effect on measures of subject productivity. No significant treatment effect was obtained for measures of task persistence.
Subject Area
Educational psychology|Psychology|Criminology
Recommended Citation
Kernan, Denise Joy, "Effects of information about learning disabilities for learning disabled adjudicated adolescents" (1992). Doctoral Dissertations Available from Proquest. AAI9305848.
https://scholarworks.umass.edu/dissertations/AAI9305848