Nature and Prevalence of Learning Deficiencies Among Adult Inmates

• NCJ Number: 139805
• Author(s): R Bell; E H Conard; B Gazze; S C Greenwood; J G Lutz; R J Suppa
• Date Published: 1983
• Length: 251 pages
• Grant Number(s): 81-1J-CS-0014
• Sponsoring Agency: National Institute of Justice (NIJ); US Dept of Justice NIJ Pub
• Sale Source: National Institute of Justice/; NCJRS Photocopy Services
• Publication Format: Document
• Publication Type: Survey
• Language: English
• Country: United States of America

Annotation

In order to determine the nature and prevalence of learning deficiencies among adult inmates, subjects were selected from institutions in Louisiana, Pennsylvania, and Washington.

Abstract

Site visits were scheduled to the institutions, and a sample of 210 Louisiana inmates, 662 Pennsylvania inmates, and 1,026 Washington inmates was obtained. Data were collected on demographic, criminal justice, educational background, family background, academic achievement, ability, and disability variables. Subjects were administered an academic achievement test and an individual intelligence test. Those scoring at or below the 5th grade level on one of the subtests were deemed to be learning deficient and were administered a learning disabilities screening test. Subjects with a full-scale IQ of less than 75 were given an adaptive behavior checklist. Findings indicated that the average inmate left school after 10th grade but was performing more than 3 years below this level. At least 42 percent of inmates had some form of learning deficiency; of this group, 82 percent had indications of specific learning disabilities, especially in the area of auditory and visual discrimination. The average IQ of inmates sampled was one standard deviation below national norms. A large percentage of inmates came from unstable home environments, and many had such childhood problems as drug and alcohol abuse and delinquency. Most of the sample had a poor employment history prior to incarceration, with 50 percent having no regular employment. Violent crime increased the longer the subject was in contact with the criminal justice system. When relationships between variables were explored, the most consistent predictor of achievement and measured ability was the highest grade completed. Analysis of learning deficient versus nonlearning deficient subjects revealed that ethnic group most consistently explained the variance. Appendixes contain the letter to inmates, the adaptive behavior checklist, and interview and data collection forms. 292 references and 60 tables