{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,24]],"date-time":"2026-07-24T20:49:19Z","timestamp":1784926159961,"version":"3.55.0"},"reference-count":22,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[1994,3,1]],"date-time":"1994-03-01T00:00:00Z","timestamp":762480000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1994,3]]},"abstract":"<jats:p>This study examined adolescents' conceptions about how to respond after being caught in misconduct, in order to determine whether students with learning disabilities differ from non-disabled students in their beliefs regarding apprehension. A total of 88 students with learning disabilities (62 male, 26 female) and 84 nondisabled students (45 male, 39 female) were interviewed about 10 scenarios in which a teenager was caught by authorities after participating in misconduct, either alone or with a peer. The mean age of the students was 16 years (SD = 1.4). The results indicated that the students with learning disabilities were significantly more likely than other students to suggest escaping and less likely to suggest accepting the consequences, although the differences were not great. The implications of these findings are discussed.<\/jats:p>","DOI":"10.1177\/002221949402700307","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"193-197","source":"Crossref","is-referenced-by-count":14,"title":["Getting Caught in Misconduct"],"prefix":"10.1177","volume":"27","author":[{"given":"Ruth","family":"Pearl","sequence":"first","affiliation":[{"name":"Ruth Pearl is an associate professor of educational psychology at the University of Illinois at Chicago. She received her PhD in developmental psychology from the University of Illinois at Urbana-Champaign in 1979. Her research focuses on the social development of children with learning disabilities and the development of children born at risk."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tanis","family":"Bryan","sequence":"additional","affiliation":[{"name":"Tanis Bryan is a professor of education at the University of Illinois at Chicago. She received her PhD in communication disorders from Northwestern University in 1970. Her research focuses on social factors in learning disabilities. Address: Ruth Pearl, College of Education, University of Illinois at Chicago, 1040 W. Harrison, Chicago, IL 60607."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1994,3]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"crossref","first-page":"838","DOI":"10.1037\/0022-0663.73.6.838","article-title":"Further observations on the link between learning disabilities and juvenile delinquency,","volume":"73","author":"Broder, P.","year":"1981","unstructured":"Broder, P., Dunivant, N., Smith, E. C., & Sutton, L. P. (1981). 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