Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

Summary Background.

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.

Notes

[1] Correspondence: Dr R.J. Riding, Assessment Research Unit, School of Education, University of Birmingham, Birmingham, B15 2TT, UK. Email: [email protected]

Additional information

Notes on contributors

Richard Riding[1]

[1] Correspondence: Dr R.J. Riding, Assessment Research Unit, School of Education, University of Birmingham, Birmingham, B15 2TT, UK. Email: [email protected]