Juvenile Offenders with Behavioral Disorders, Learning Disabilities, and No Disabilities: Self-Reports of Personal, Family, and School Characteristics

Abstract

Juvenile offenders (n= 266) confined to a juvenile detention facility were interviewed using a structured questionnaire about personal, home, and school characteristics and experiences that may have placed them at risk for delinquency. The sample was divided into two groups—those who had special education experience and those who had not. Characteristics and experiences of the entire sample as well as comparisons between the special education and non-special education groups are reported and discussed. Most of the participants experienced multiple risk factors that predispose them to delinquency. A high proportion (37.1%) had been in special education, with most classified as having behavioral disorders (BD), learning disabilities (LD), or both. Males were more likely than females to have special education experience and to be classified as having BD, and African Americans were more likely than other racial and ethnic groups to be so classified. Although the experiences of special education and non-special education groups were similar in most ways, where differences were apparent, the special education group appeared to be at higher risk. Juvenile offenders with special education experience were more likely to need corrective lenses, to have been identified as having attention deficit with hyperactivity disorder (ADHD), and to have taken medications for emotional problems. They had more foster placements, had attended more schools, and were more likely to have assaulted school officials. They got into trouble in school, were suspended, and made their first court appearances earlier than juvenile offenders without special education experience. Implications for prevention and intervention are suggested.