This article describes the prevalence of language problems among delinquents and potential reasons they did not receive language services prior to their commitment to a correctional facility. Sixty-seven girls between the ages of 13 and 17 were tested on the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and the Adolescent WORD Test (WORD Test). Three additional language measures, including a self-assessment measure, were administered to participants performing more than 1.3 below the mean on the CELF-3 and WORD Test. Findings provide clues to partially explain why some incarcerated adolescents are overlooked for language services. Implications for planning programs are provided.
Get full access to this article
View all access options for this article.
References
1.
American Speech-Language-Hearing Association. ( 1989). Issues in determining eligibility for language intervention . American Speech-Language-Hearing Association, 31, 113-118.
2.
American Speech-Language-Hearing Association. ( 2000). IDEA and your case load: A template for eligibility and dismissal criteria for students ages 3 to 21. Rockville, MD: Author.
3.
Bashir, A.S., & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic success. Journal of Learning Disabilities, 25, 53-65.
4.
Blatchley-Hibbard, M. (2000). Cognitive referencing and language impairment: A look at the WISC-III. ASHA Special Interest Division 1, Language Learning and Education Newsletter, 7(1), 17-20.
5.
Brown, L., Sherbenou, R.J., & Johnsen, S.K. (1982). Test of nonverbal intelligence. Austin, TX: PRO-ED.
6.
Bullock, L.M., & McArthur, P. (1994). Correctional special education: Disability prevalence estimates and teachers' preparation programs. Education and Treatment of Children, 17, 347-355.
7.
Butler, K.G. (1999). From oracy to literacy: Changing clinical perceptions . Topics in Language Disorders, 20, 14-32.
8.
Carrow-Woolfolk, E. (1999). Comprehensive assessment of spoken language. Circle Pines, MN: American Guidance Service.
9.
Casby, M.W. (1992). The cognitive hypothesis and its influence on speech-language services in schools. Language, Speech, and Hearing Services in Schools, 23, 198-202.
10.
Catts, H. W., & Kamhi, A. G. (Eds.). (1999). Language and reading disabilities. Boston: Allyn & Bacon.
11.
Donahue, M.L., Hartas, D., & Cole, D. (1999). Research on interactions among oral language and emotional/behavioral disorders. In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication disorders and children with psychiatric and behavioral disorders (pp. 69-97). San Diego: Singular.
12.
Dunn, L.M., & Dunn, L.M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
13.
Ehren, B.J. (2000). Views of cognitive referencing from the pragmatist's lens. ASHA Special Interest Division 1, Language Learning and Education Newsletter, 7(1), 3-8.
14.
Ehren, B.J., & Lenz, B.K. (1989). Adolescents with language disorders: Special considerations in providing academically relevant language intervention. Seminars in Speech and Language, 10, 192-204.
15.
Falconer, K.O., & Cochran, J.R. (1989). Communication skills in male institutionalized juvenile offenders. Rocky Mountain Journal of Communication Disorders, 5, 45-54.
16.
Gallagher, T.M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders , 19, 1-15.
17.
Goldsworthy, C.L. (1996). Developmental reading disabilities: A language-based treatment approach. San Diego: Singular.
18.
Gordon, N. (1993). Learning disorders and delinquency. Brain and Development, 15, 169-172.
19.
Huang, R.J., Hopkins, J., & Nippold, M.A. (1997). Satisfaction with standardized language testing: A survey of speech-language pathologists. Language, Speech, and Hearing Services in Schools, 28, 12-23.
20.
Ishii-Jordan, S.R., & Maag, J.W. (1999). Therapeutic implications for children with emotional or behavioral disorders and concomitant language disorders. In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication disorders and children with psychiatric and behavioral disorders (pp. 343-366). San Diego: Singular.
21.
Kamhi, A.G. (1998). Trying to make sense of developmental language disorders. Language, Speech, and Hearing Services in Schools , 29, 35-44.
22.
Lahey, M. (1990). Who shall be called language disordered? Some reflections and one perspective. Journal of Speech and Hearing Disorders, 55, 612-620.
23.
Larson, V.L., & McKinley, N. (1995). Language disorders in older students. Eau Claire, WI: Thinking.
24.
Lahey, M., & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech and Hearing Research, 39, 1081-1098.
Meisel, S., Henderson, K., Cohen, M., & Leone, P. (1998). Collaborate to educate: Special education in juvenile correctional facilities. In D. Ham-mitt (Ed.), Building collaboration between education and treatment for at-risk and delinquent youth (pp. 59-72). Richmond: Eastern Kentucky University, National Juvenile Detention Association.
27.
Nebraska Department of Education. (1999). Rule 51: Regulations and standards for special education programs. Lincoln: Author.
28.
Reed, V.A. (1994). An introduction to children with language disorders (2nd ed.). New York: Macmillan.
29.
Robinson, T.R., & Rapport, M.J. (1999). Providing special education in the juvenile justice system. Remedial and Special Education, 20, 19-26.
30.
Sanger, D.D., Creswell, J.W., Dworak, J., & Schultz, L. (2000). Cultural analysis of communication behaviors among juveniles in a corrrectional facility. Journal of Communication Disorders, 33, 31-57.
31.
Sanger, D.D., Hux, K., & Belau, D. (1997). Oral language skills of female juvenile delinquents . American Journal of Speech-Language Pathology, 6, 70-76.
32.
Sanger, D.D., Hux, K., & Ritzman, M. (1999). Female juvenile delinquents' pragmatic awareness of conversational interactions. Journal of Communication Disorders , 32, 281-295.
33.
Sanger, D., Moore-Brown, B., & Alt, E. (2000). Advancing the discussion on communication and violence. Communication Disorders Quarterly, 22, 43-48.
34.
Semel, E., Wiig, E.H., & Secord, W.A. (1995). Clinical evaluation of language fundamentals-3 . San Antonio, TX: Psychological Corp.
35.
Stricker, L.J. (1988). Measuring social status with occupational information: A simple method. Journal of Applied Social Psychology, 18, 423-437.
36.
Taylor, J.S. (1969). The communicative abilities of juvenile delinquents: A descriptive study. Doctoral dissertation, University of Missouri, Kansas City.
37.
U.S. Department of Justice. (1993). Sourcebook of criminal justice statistics. Washington, DC: Bureau of Justice Statistics, Office of Justice Programs.
38.
Wechsler, W. (1981). Wechsler adult intelligence scale-Revised. New York: Psychological Corp.
39.
Wechsler, W. (1991). Wechsler intelligence scale for children (3rd ed.). New York: Psychological Corp.
40.
Whitmire, K.A. (2000a). Adolescence as a developmental phase: A tutorial . Topics in Language Disorders, 19, 1-18.
41.
Whitmire, K.A. (2000b). Cognitive referencing and discrepancy formulae: Comments from ASHA resources. ASHA Special Interest Division 1, Language Learning and Education Newsletter, 7(1), 13-16.
42.
Wiig, E.H., & Secord, W. (1989). Test of language competence (expanded ed.). San Antonio, TX: Harcourt Brace Jovanovich.
43.
Wilson, K.S., Blackmon, R.C., Hall, R.E., & Glenn, E.E. (1991). Methods of language assessment: A survey of California public school clinicians. Language, Speech, and Hearing in Schools, 22, 236-241.
44.
Wolf Nelson, N. (2000). Basing eligibility on discrepancy criteria: A bad idea whose time has passed. ASHA Special Interest Division 1, Language Learning and EducationNewsletter, 7(1), 8-12.
45.
Zachman, L., Huisingh, R., Barrett, M., Orman, J., & Blagden, C. (1989). The WORD adolescent test. East Moline, IL: LinguiSystems.
