Psychiatric Correlates of Severe Reading Disabilities in an Incarcerated Delinquent Population

Lewis, Dorothy Otnow; Shanok, Shelley S.; Balla, David; Bard, Barbara

doi:10.1016/s0002-7138(09)60965-1

Cited by 33 publications

(14 citation statements)

References 12 publications

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“…This might make interpretation difficult and generalizability to adult psychopathic populations problematic because of the developmental variables involved in neuropsychological test performance. Certainly, comparison of results between adolescent psychopaths and adult incarcerated criminals should tw made with caution, especially when normal control groups are lacking for many studies [Bryant et al, 1984;Lewis et al, 1980;Robbins et al, 19831. From the studies in this section several features of cognitive functioning emerge that appear to characterize learning-disabled delinquents. These include impaired sequential organization and coordination of isolated elements; poor ability to comprehend, manipulate, and utilize verbal conceptual and nonverbal perceptual material; inability to profit from experience and repeated use of poor judgement; and impaired impulse control and the inability to envision the long-term consequences of an act [Berman and Siegal, 1976;Lewis, 1980;Hurwitz et al, 19721.…”

Section: Learning Disorders and General Neuropsychological Functioningmentioning

confidence: 99%

Neuropsychology of the aggressive psychopath: An integrative review

Miller

1987

Aggr. Behav.

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Neuropsychological studies of aggressive psychopaths have revealed characteristic deficits in skills that require verbal mediation, conceptual integration, and the abilities to anticipate consequences of actions and to use feedback from behavior to modify maladaptive response patterns. Formulations of this impairment pattern in terms of frontal lobe and left hemisphere dysfunction are reviewed. It is proposed that the aggressive psychopath suffers from an inability to form a self‐referential conceptual classification system for behavioral control and that this predisposes to behavioral disinhibition in situations of stress and interpersonal ambiguity. Finally, implications of neuropsychological studies of aggressive psychopathy for the study of personality and psychopathology are discussed.

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Section: Learning Disorders and General Neuropsychological Functioningmentioning

confidence: 99%

Neuropsychology of the aggressive psychopath: An integrative review

Miller

1987

Aggr. Behav.

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“…INTRODUCTION SEVERAL studies have suggested a strong association between reading disability and problem behaviour, both in whole populations and selected groups such as incarcerated delinquents (Critchley, 1968;Lewis, Shanok, Balla & Bard, 1980;McGee, Silva & Williams, 1984;McMichael, 1979;Rutter, Tizard & Whitmore, 1970;Silva 1970;Stott, 1981;Sturge, 1982;Virkkunen & Nuutila, 1976). However, the direction of any casual relationship is not clear.…”

mentioning

confidence: 99%

The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

McGee

Williams

et al. 1986

Child Psychology Psychiatry

154

108

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Parent and teacher reports of behaviour problems were obtained at ages 5, 7, 9 and 11 years for three groups of boys: specific reading retarded (N = 18), general reading backward (N = 22), and those with no severe reading disability (N = 436). At school entry, both groups of reading disabled boys were reported as having more behaviour problems, and the level of problems increased during their early school years. The results suggest that behaviour problems pre-date reading disability, while reading failure further exacerbates the existing problem behaviour.

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“…For example, one study (Meltzer, Levine, Karniski, Palfrey, & Clarke, 1984) concluded that the learning styles of delinquent youth may be qualitatively different from those of nondelinquent youth. Moreover, Lewis, Shanok, Balla, and Bard (1980), Lane (1980), and Robbins, Beck, Pries, Jacobs, and Smith (1983) identified specific learning deficits displayed by delinquent youth. However, results from these studies were based on comparisons between violent and nonviolent populations.…”

Section: Discussionmentioning

confidence: 99%

Intellectual and Educational Characteristics of Court-Identified and School-Identified Violent and Assaultive Youth

Roth

Nicholson

1984

Diagnostique

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Results from the scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children (WISC-R) and the Peabody Individual Achievement Test (PIAT). Uncorrelated t tests indicated that IQs, three of the WISC-R subtests (i.e., Vocabulary, Comprehension, Coding), and the PIA T Reading Comprehension Reading Recognition, and Spelling scores differentiated si cantly between the two groups. The possibility that courtfied violent and assaultive youth have more severe cognitive nat contri cessively aggressive behavior educational implica A North Carolina class action suit on behalf of violent and assaultive youth (Willie M. et al. v. James B. Hunt, Jr. et al. [Willie M.], 1979)

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Psychiatric Correlates of Severe Reading Disabilities in an Incarcerated Delinquent Population

Cited by 33 publications

References 12 publications

Neuropsychology of the aggressive psychopath: An integrative review

Neuropsychology of the aggressive psychopath: An integrative review

The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

Intellectual and Educational Characteristics of Court-Identified and School-Identified Violent and Assaultive Youth

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