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

青少年犯罪中的严重LD：介绍、课程和补救

• 批准号: 9982116
• 负责人: ELENA L GRIGORENKO
• 金额: $ 55.68万
• 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/9982116
• 关键词: Academic achievement; Academic skills; Address; Adolescent; Area; Attention; Behavior; Behavioral; Big Data; Big Data Methods; Biological; Biological Markers; Categories; Characteristics; Child; Clinical; Communities; Complex; Criminology; Crystallization; Data Set; Development; Diagnostic; Education; Environment; Epigenetic Process; Etiology; Exercise; Extinction (Psychology); Fostering; Foundations; Future; Genetic; Geographic state; Human; Imprisonment; Individual; Intervention; Justice; Juvenile Delinquency; Knowledge; Knowledge acquisition; Laws; Lead; Learning; Learning Disabilities; Light; Link; Literature; Mathematics; Methodology; Modeling; Nature; Neurosciences; Outcome; Participant; Pattern; Performance; Plant Roots; Play; Population; Poverty; Predictive Analytics; Prevalence; Psychology; Reading; Reporting; Research; Research Activity; Research Personnel; Research Project Grants; Resources; Risk Factors; Role; Sampling; Science; Scientist; Secure; Sociology; Source; Special Education; Subgroup; Surveys; System; Technology; Time; Underachievement; Variant; Writing; Youth; academic intervention; base; biological systems; career; computer science; computerized; conduct problem; criminal behavior; data mining; design; deviant; disability; empowered; epigenetic marker; genomic data; high risk population; improved; juvenile delinquent; juvenile justice system; literacy; longitudinal dataset; mathematical ability; member; neglect; neurophysiology; next generation; novel; novel strategies; peer; post intervention; recidivism; remediation; response; service providers; skills; study population

SUMMARY 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.

摘要 学习障碍(LD)是少年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 美国司法系统。报告估计，有残疾的青少年犯罪约占 所有的犯罪人口。美国的一项全国性调查表明，美国人的平均患病率为33.4% 被监禁的残疾少年被关押在惩教所。此外，长期以来，人们一直在关注 残疾青年和特殊教育背景的累犯率。总的来说，关于 教育成绩、学术缺陷，如缺乏阅读、写作和数学方面的基本技能 都与累犯联系在一起。然而，这些研究在很大程度上忽略了违法者的动态本质 以及在发展犯罪学领域已被记录的犯罪行为，重点是 越轨行为越轨行为的开始、持续和消失根据这项研究，识别和 将学习障碍作为重复犯罪的风险因素进行补救一直是一项长期的挑战，因为 属于并与其他风险因素重叠，如贫困、犯罪的家庭模式、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。总而言之， 实施复杂的方法来对复杂的模型进行建模是一个挑战 青少年犯罪与学习等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，残疾与其他风险因素的关系。这一挑战因所需的 大样本，以检测稳健和可解释的模式和预测关系的青年群体 严重的学习障碍，根据定义，规模很小，并对各种教育结果进行审查 (例如，学习成绩)。该中心旨在促进该领域对 学习障碍与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来源，以阐明 严重的学习障碍和青少年犯罪之间的经验重叠。通过其研究活动(研究 项目)，中心将利用相关大数据的可用性生成独特的调查结果 其成员的临床优势及其开发和管理青少年教育疗法的能力 犯罪者及其嵌入社区的能力，使其能够创造和处理多层次的 纵向数据集，合并社会学(即犯罪学)、行为学、神经生理学和 遗传/基因组数据。