Crime can be prevented if schools teach juvenile offenders to read

Vacca, James S.

doi:10.1016/j.childyouth.2008.01.013

Cited by 44 publications

(32 citation statements)

References 7 publications

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“…This observation is in line with prior research finding an association between verbal ability and delinquency, in part because increased verbal ability might permit greater frustration tolerance, and solving interpersonal conflict via communication as opposed to violent outbursts (Bellair, McNulty, and Piquero, 2016;Moffitt, Lynam, and Silva, 1994). From a more pragmatic perspective, this finding (very tentatively) suggests the possibility that reading intervention for struggling readers in this at-risk population may represent one possible avenue for reducing externalizing behavior (Vacca, 2008). Such a recommendation should be tempered, however, as the results of the K-BIT verbal test (as well as the WJ-III in various models) were occasionally at odds with this, generally only emerging as significant in models examining changes in behavior over time.…”

Section: Discussionsupporting

confidence: 89%

The Association of Externalizing and Internalizing Problems with Indicators of Intelligence in a Sample of At-Risk Children

Boutwell

Helton

Vaughn

et al. 2017

Preprint

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To date, a substantial body of research exists suggesting an association between indicators of intelligence and various deleterious outcomes, including externalizing and internalizing behavioral problems. Much of this research, however, has focused on samples drawn from the general population, thus it remains less clear how (and if) intelligence relates to problem behaviors in samples of highly at-risk individuals. The current study seeks to contribute to this knowledge base by examining the associations between intelligence and internalizing, externalizing, and total scores on the Child Behavioral Checklist in a sample of approximately 2,500 highly disadvantaged respondents considered by Child Protective Services as at-risk for abuse or neglect. While the two measures of intelligence performed differently, there emerged some association between overall lower IQ and higher total behavioral problem scores. There was some evidence that low IQ also predicted higher internalizing scores, but this relationship varied greatly by measure and model. Results, limitations, and implications of the current study are discussed.

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Section: Discussionsupporting

confidence: 89%

The Association of Externalizing and Internalizing Problems with Indicators of Intelligence in a Sample of At-Risk Children

Boutwell

Helton

Vaughn

et al. 2017

Preprint

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“…System Factors. Scholars highlight three sets of system-level factors thought to contribute to the academic difficulties of incarcerated youth (Boundy & Karger, 2011;Foley, 2001;Vacca, 2008). The first set relates to the nature and quality of correctional education programs.…”

Section: Juvenile Justicementioning

confidence: 99%

Maltreatment, Academic Difficulty, and Systems‐involved Youth: Current Evidence and Opportunities

Stone

Zibulsky

2014

Psychology in the Schools

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Youth involved in child‐serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well‐being across the lifespan. It is also important to consider that the experience of maltreatment is linked to both academic difficulty and formal system involvement. This paper highlights recent research focused on the academic performance of children and adolescents involved with child welfare and juvenile justice systems, with specific emphasis on highlighting prevention and intervention strategies that cut across systems. To meet the complex needs of these populations, school psychologists and other support staff should be cognizant of students’ academic needs and take a leadership role in collaborating within and across systems to meet them.

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“…There is longstanding evidence of a relationship between antisocial behavior and cognitive and academic functioning [3, 4, 14, 19, 26, 27, 36] as well as a specific linkage between antisociality and reading comprehension difficulties [28, 30, 35, 40]. In her seminal developmental taxonomy, Moffitt [26] theorized that failure to attain basic reading skills contributed to social and academic deficits that facilitate a persistent offending pathway.…”

Section: Introductionmentioning

confidence: 99%

Juvenile Psychopathic Personality Traits are Associated with Poor Reading Achievement

Vaughn

DeLisi

Beaver³

et al. 2010

Psychiatr Q

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The current study sought to further the understanding of the linkage between maladaptive behavior and cognitive problems by examining the relations between psychopathic personality traits and reading comprehension performance. Data were derived from a study of 432 predominately African-American and Hispanic middle-school students. Dependent variables consisted of three measures of reading comprehension. Psychopathy measures included the Inventory of Callous-Unemotional traits (ICU—teacher rated) and the self-reported Youth Psychopathic traits Inventory (YPI). Findings from regression models indicated that self-report and teacher ratings of psychopathy were statistically significant inverse predictors of reading performance. Specifically, affective facets of psychopathy were potent predictors of reading comprehension over and above ADHD, IQ, and an impulsivity component of psychopathy. Study results extend the utility of psychopathy construct generally and affective traits specifically to reading achievement, which has broad implications. Findings are discussed with respect to future research and prevention.

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Crime can be prevented if schools teach juvenile offenders to read

Cited by 44 publications

References 7 publications

The Association of Externalizing and Internalizing Problems with Indicators of Intelligence in a Sample of At-Risk Children

The Association of Externalizing and Internalizing Problems with Indicators of Intelligence in a Sample of At-Risk Children

Maltreatment, Academic Difficulty, and Systems‐involved Youth: Current Evidence and Opportunities

Juvenile Psychopathic Personality Traits are Associated with Poor Reading Achievement

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