Identifying intellectual disability: Some problems in the measurement of intelligence and adaptive behaviour

Jenkinson, Josephine C.

doi:10.1080/00050069608260187

Cited by 18 publications

(20 citation statements)

References 8 publications

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“…Given this, intellectual disability cannot be assumed because other criteria for intellectual disability were not assessed. Thirdly, Wechsler scales (i.e., WASI) are culturally biased and are not considered appropriate for use with people from UNDERSTANDING OF THE LEGAL PROCESS indigenous backgrounds or other minority groups because they understate their intelligence (Emerson, 1998;Hayes, 1993;Jenkinson, 1996). Fourthly, background information obtained from the participants was self-report and was not corroborated by official records, which leads to issues of potentially unreliable information.…”

Section: Felicity Parton Andrew Day and Jack Whitementioning

confidence: 98%

An Empirical Study on the Relationship Between Intellectual Ability and an Understanding of the Legal Process in Male Remand Prisoners

Parton

Day

White

2004

Psychiatry, Psychology and Law

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R esearch conducted in Australia and around the world in the last decade has shown that people with significant intellectual impairments are over-represented in all areas of the criminal justice system. They are particularly over-represented in remand populations appearing before court. Previous research has suggested that as many as one-quarter of offenders facing sentencing in court have difficulty in understanding court procedures and it is suspected that a majority of these individuals suffer a significant intellectual impairment. The purpose of this study was to establish whether remandees with significant intellectual impairments (IQ < 70) have an accurate understanding of the court system. Seventy-four remand prisoners took part in the study. Remandees with an IQ of less than 70 demonstrated a significantly poorer understanding of the court system than those remandees with an IQ of 70 and above. The implications of these results are discussed in relation to the need for law reform and diversionary practices for this population of remandees.

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Section: Felicity Parton Andrew Day and Jack Whitementioning

confidence: 98%

An Empirical Study on the Relationship Between Intellectual Ability and an Understanding of the Legal Process in Male Remand Prisoners

Parton

Day

White

2004

Psychiatry, Psychology and Law

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“…For example, adaptive functioning measures assess whether individuals volunteer for extra work or avoid lying. Although these behaviors may be viewed positively by many members of society, Jenkinson () notes that “many people… survive quite adequately without them [prosocial behaviors]” (p. 99). Indeed, it is likely that many offenders without mental retardation would not endorse these items.…”

Section: Introductionmentioning

confidence: 99%

Are Self‐Report Measures of Adaptive Functioning Appropriate for those High in Psychopathic Traits?

Young-Lundquist

Boccaccini

Simpler

2012

Behavioral Sci & The Law

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There is ongoing debate about the methods that evaluators should use to assess the adaptive functioning of an individual in an Atkins claim, including the appropriateness of using self-report measures and extent to which adaptive functioning measures are valid for persons with a history of violent offending. This study examined whether offenders' self-report adaptive functioning scores tended to decrease as their level of psychopathic traits increased. Eighty-five male felony probationers completed the self-report version of the Adaptive Behavior Assessment System - II (ABAS-II: Harrison & Oakland, 2003), the Psychopathic Personality Inventory - Revised (PPI-R: Lilienfeld & Widows, 2005), and a brief intelligence screening measure. ABAS-II composite scores were negatively correlated with PPI-R Self-Centered Impulsivity and Coldheartedness scores, but positively correlated with Fearless Dominance scores. These relationships appeared to be due, in part, to over-reporting symptoms of impairment across measures, suggesting that scores on self-report adaptive functioning measures may be especially susceptible to feigning.

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“…While norm-referenced monitoring is important for funding and legislative purposes, the skills and development of students with additional needs also need to be monitored for curriculum and development of individual learning plans. There have been concerns about the use of IQ tests as measures of ability for educational purposes (e.g., Gould, 1996), especially among people with cognitive disabilities (Jenkinson, 1996;Koegh, Bernheimer, & Guthrie, 1997). IQ tests do not take into account individual differences in functioning, learning styles and environmental considerations, and are often interpreted in ways that make sense to clinicians, but not to teachers, students or parents.…”

Section: Abstract: Emotional Development Assessment Special Educationmentioning

confidence: 99%

Profiling Transitions in Emotional Development for Students With Additional Learning Needs

Roberts¹,

Griffin

2009

Australas. j. spec. educ.

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The aim of the research described in this article was to build a protocol for describing students' development of emotional knowledge and understanding, and to tailor this to the requirements of assessing the progress of students with additional needs. The paper reports the establishment of such a developmental profile, using procedures for defining standards-referenced frameworks (Griffin, 2007) to create an observation questionnaire of students' emotional skills. This approach relies on the knowledge and collaboration of experienced teachers and researchers in the fields of special education and emotional development to establish an hypothesised framework of critical skills, observable behaviour statements, and developmental criteria that map qualitative transitions in student performance. The framework was subsequently validated against observation data gathered by teachers in 2007, from 77 Victorian government schools (21 mainstream, 56 special education) on 1597 students (3 to 18 years) with additional needs. Their responses were calibrated using partial credit item response modelling to empirically identify major transitions in students' emotional development and to establish the construct validity of the profile. In the area of students' emotional development, teachers have limited access to information that supports their assessment of progress and underpins decisions about setting goals for learning and appraising teaching strategies. The proposed article describes early stages of a research program that attempts to redress this situation by working with teachers to develop an appropriate and inclusive profile of emotional development for students with additional needs.

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Identifying intellectual disability: Some problems in the measurement of intelligence and adaptive behaviour

Cited by 18 publications

References 8 publications

An Empirical Study on the Relationship Between Intellectual Ability and an Understanding of the Legal Process in Male Remand Prisoners

An Empirical Study on the Relationship Between Intellectual Ability and an Understanding of the Legal Process in Male Remand Prisoners

Are Self‐Report Measures of Adaptive Functioning Appropriate for those High in Psychopathic Traits?

Profiling Transitions in Emotional Development for Students With Additional Learning Needs

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