Supplement: Severe LD in Juvenile Delinquents: Presentation, Course, and Remediation

补充：青少年犯罪中的严重LD：介绍、课程和补救

• 批准号: 10384819
• 负责人: ELENA L GRIGORENKO
• 金额: $ 19.99万
• 依托单位: BAYLOR COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-12 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10384819
• 关键词: Adolescent; Attention; Behavior; Behavioral; Big Data; COVID-19; COVID-19 pandemic; Case Management; Censuses; Characteristics; Child; Clinical; Communities; Complex; County; Criminology; Data; Data Set; Databases; Deposition; Development; Diagnosis; Economically Deprived Population; Education; Employment; Ethnic Origin; Etiology; Extinction (Psychology); Frequencies; Future; Genetic; Geographic state; Health; Hispanics; Imprisonment; Individual; Justice; Juvenile Delinquency; Knowledge; Knowledge acquisition; Learning Disabilities; Light; Link; Long-Term Effects; Mathematics; Methodology; Minority; Minority Groups; Modeling; National Institute of Child Health and Human Development; Nature; Neighborhoods; Outcome; Pattern; Performance; Population; Poverty; Prevalence; Public Health; Race; Reading; Recording of previous events; Records; Reporting; Research; Research Activity; Research Personnel; Research Project Grants; Research Proposals; Risk Factors; Sampling; Schools; Services; Sexual abuse; Societies; Sociology; Source; Special Education; Structure; Subgroup; Surveys; System; Texas; Time; Trauma; Universities; Update; Virus; Work; Writing; Youth; abuse neglect; adverse childhood events; base; child protective service; college; coronavirus disease; criminal behavior; deviant; disability; early life adversity; education research; emotional abuse; emotional neglect; empowered; ethnic difference; ethnic minority population; experience; genomic data; higher education; juvenile delinquent; juvenile justice system; longitudinal dataset; member; neglect; neurophysiology; parent grant; peer; physical abuse; physical neglect; psychosocial; racial and ethnic; racial discrimination; racial minority; recidivism; remediation; skills; socioeconomics; traumatic event

Learning disabilities (LD) are among the most common types of disabilities in juvenile offenders that have been linked to delinquency. Nationwide, children and youth with special education needs are overrepresented in the US justice systems. Reports estimate delinquent juveniles with a disability to comprise about 30% to 60% of the entire delinquent population. A national survey in the US states an average prevalence rate of 33.4% of incarcerated juveniles with disabilities in correctional facilities. Moreover, concerns have long been raised on the recidivism rates of youth with disabilities and special education backgrounds. In general, regarding educational performance, academic deficits such as a lack of basic skills in reading, writing, and mathematics have been associated with recidivism. However, these studies largely neglect the dynamic nature of delinquent and criminal behavior that has been documented within the field of developmental criminology with a focus on the onset, continuity, and extinction of deviant behavior. In light of this research, the identification and remediation of LD as a risk factor for repeat offending has been a persistent challenge given the accumulation of and overlap with other risk factors such as poverty, familial patterns of criminality, influence of delinquent peers, and the differential impact of risk factors across an individual’s developmental trajectory. Altogether, there is a challenge around the implementation of sophisticated methodology to model the complex longitudinal and reciprocal links between juvenile delinquency and educational problems such as learning disabilities, and how they relate to other risk factors over time. This challenge is intensified by the required large samples to detect robust and interpretable patterns and predictive relationships for groups of youth with severe LDs that, by definition, are small in size and censored with regard to various educational outcomes (e.g., academic performance). This Hub is conceived to contribute to the field’s understanding of the connection between LD and delinquent behavior. Through its organizational and administrative activities (ADMINISTRATION CORE), the Hub will serve as a source of expertise to elucidate the etiology of the empirical overlap between severe LD and juvenile delinquency. Through its research activities (RESEARCH PROJECT), the Hub will generate unique findings capitalizing on the availability of the relevant big data, the clinical strengths of its members and their capacity to develop and administer educational therapy to juvenile offenders, and its embeddedness within communities empowering the creation and processing of multi-level longitudinal datasets, merging sociological (i.e., criminological), behavioral, neurophysiological, and genetic/genomic data.

学习障碍（LD）是青少年罪犯中最常见的残疾类型之一， 与犯罪有关。在全国范围内，有特殊教育需要的儿童和青年在学校中所占比例过高。 美国司法系统报告估计，在香港的青少年罪犯中， 整个犯罪人口。美国的一项全国性调查表明， 被监禁在惩教机构的残疾青少年。此外，长期以来， 残疾青年和有特殊教育背景的青年的累犯率。总的来说，关于 教育表现，学业缺陷，如缺乏阅读、写作和数学的基本技能 与累犯有关。然而，这些研究在很大程度上忽视了犯罪人的动态性， 和犯罪行为，已被记录在发展犯罪学领域，重点是 异常行为的开始、持续和消失。根据这项研究，识别和 LD作为重复犯罪的风险因素的补救一直是一个持续的挑战， 与其他风险因素，如贫困、家庭犯罪模式、犯罪者的影响、 同龄人，以及风险因素对个人发展轨迹的不同影响。总的来说， 在实施复杂的方法来模拟复杂的环境方面存在挑战 青少年犯罪与教育问题之间的纵向和相互联系， 残疾，以及随着时间的推移，它们与其他风险因素的关系。这一挑战因所需的 大样本检测强大的和可解释的模式和预测关系的青年群体， 严重的LD，根据定义，其规模较小，并且在各种教育成果方面受到审查 (e.g.,学术成绩）。该中心旨在促进该领域对 LD和犯罪行为之间的联系。通过其组织和行政活动 （管理核心），该中心将作为专业知识的来源，以阐明病因， 严重LD和青少年犯罪之间的经验重叠。通过其研究活动（研究 项目），该中心将利用相关大数据的可用性， 其成员的临床优势及其开发和管理青少年教育治疗的能力 犯罪者，及其嵌入社区授权的创建和处理多层次的 纵向数据集，合并社会学（即，犯罪学）、行为学、神经生理学，以及 遗传/基因组数据。