Learning Disabilities And Criminal Behavior: Article Analysis

The youths with ASD ranged from twelve to eighteen years of age. According to Cheely (2011), of the 609 youths in this study, 32 (5%) were charged with a total of 103 offenses, 96 DJJ charges and 7 South Carolina Law Enforcement Division (SLED) charges. A matched comparison group of youth with one or more juvenile justice charges were used to compare rates. The results determined youths with ASD, had higher rates of person offenses, like assault, and lower rates of property offenses, such as arson or trespassing. The study also found differences between the youths with ASD and the comparison group. For example, the comparison group was more likely to be prosecuted and less likely to have charges diverted compared to the youths with ASD. Overall, comparing charged youth with ASD to the SC ADDM population, it was determined that charged youth were significantly less likely to have comorbid

Students with EBD have the poorest outcomes compared to their typical peers and other students with disabilities (Kauffman & Landrum, 2012; Wagner & Cameto, 2004; Villarreal, 2015). These students have low academic achievement in school that directly affects their life outcomes. Several dropout of school and others end up in the juvenile system (Kauffman & Landrum, 2012; Wagner & Cameto, 2004). Research has indicated the school to prison pipeline is a trend with students identified with EBD due to the lack of engagement in school, poor relationships, and high suspension rate (Tobin & Vincent, 2011; Wagner & Cameto, 2004). Due to the poor relationships students with EBD develop with peers and teachers directly effects their outcomes (Kauffman

Rivera-Batiz (1992) stated, “Mathematical achievement of individuals strongly predicts their success later in life.” Watson & Gable (2012) mention that basic academic skill are fundamental to long-term academic success and, on a post-secondary level obtaining employment in a highly competitive job market.” National Longitudinal Transition Study-2 (NLTS-2); ( Newman, et al., 2011) stated that more than three quarters of youth with disabilities test below the mean. Far less information is attainable on mathematics than reading instruction (Gregoire’ & Desoete, 2009). The same report mentioned that 45% of students with disabilities compared to 25% of their typical peers complete a below standard curriculum. What makes mathematics a strong

Watson and Gable (2012) suggests that further studies be designed to help unravel the complexities of mathematics learning disabilities (MLD). Current ways of testing contain flawed measurement, multiply learning disabilities, an a agreement of a definition of MLD. They also suggest that earlier diagnosis in early grade school would help narrow the educational gap. But that earlier intervention would also help. Disadvantage children are more likely to struggle in school. There is a great need for research based on high schools, the main focus of the mathematics literature is based on elementary schools and show that there is still approximately the same educational gap when the student is 18 as their was at 6. Schmidt and Burroughs (2015) said that one of the key factors is the inequality of all students being exposed to the math; therefore have an unequal opportunity to learn the same math as the

Once the disabled or challenged students are compromised, they are pushed toward drop outs of education. How can this be helping the student’s success? Can the push for reading, writing and math be good for everyone involved? The need for higher standards is

Over the past 100 years, learning disabilities have become one of the most described and studied groups of children and adults, with a specific emphasis on dyslexia or specific reading disabilities (Weiss, Saklofske, Holdnack, &Prifitera, 2016), According to Weiss et al. learning disability evaluations, in school settings, are used to determine eligibility for special education services (2016). However, in a forensic setting learning disability evaluations might be performed for other reasons, such as serving as a tool to help determine placement or treatment plans. One important ethical standard that clinicians should be cognizant of is Standard 3.01. This standard ensures that psychologists refrain from unfair discrimination in their work-related

According to the U.S. Census Bureau, there are 53.9 million school aged children between the ages of 5 years-old to 17 years-old in the United States non-institutionalized population. Of the 53.9 million children, about 2.8 million (5.2%) were reported to have a disability in 2010. About 1 in 6 children in the U.S. had a developmental disability in 2006-2008 which is a 17.1% increase from 1998. Developmental disabilities range from mild disabilities such as ADHD, speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism.

The purpose of the research study, “IQ and Delinquency: The Differential Detection Hypothesis Revisited,” is to revisit a previous study, the National Longitudinal Study of Adolescent Health (Add Health), which analyzed the degree to which verbal intelligence affects police arrest and whether disadvantaged neighborhoods affect verbal intelligence on arrest. The type of research being conducted in both the previous study and the current study is quantitative and qualitative. The researchers measure numeral amounts (IQ scores) and how they relate to other variables (delinquency) in addition to measuring non-numeral factors (delinquency characteristics) and how they relate to other variables (IQ scores).

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

Learning disability is a significant issue since it accounts for a large number of students dropping out of school at an early age. This results in many drop outs being incapable of accessing basic education. Drug addiction, crime and unemployment are most often directly correlated with schools dropouts. Intervention by teachers at an early stage of a child’s development is often required to minimise the consequences associated with learning disabilities preventing future harm on both society and the economy of Australia.

Identifying and taking action when you may suspect a child with a learning disability can be essential to a child’s later years in school. Nearly four out of ten fourth graders in our country read below basic level and three out of those four will never improve without effective intervention. In high school 26.7% of the students with a learning disability dropped out of school prior to graduation and another 16% exited school for “unknown” reasons without a diploma. These are same bright children who sang the alphabet song before kindergarten. Now, however, they will most certainly not

The pooled sample consisted of 18,374 children with disabilities with an age range of 2 to 18, and 45% males and 55% females from the United States and WHO regions of European Unions. Authors of the study under review calculated the prevalence rates from the raw proportions and 95% confidence intervals using Wilson method (Jones et al., 2012). The risk of violence was calculated by the use of a random effect model. Authors also used I2 statistics and meta-regression analysis to determine the heterogeneity of the pooled data. Although the heterogeneity of the data is very high, authors have used Egger test and Begg-Mazumdar test to reduce the false positive rate and funnel plots to understand the effect size, which appears to be appropriate statistical

The relationship between Juvenile Delinquency and Learning Disabilities (LD) has increased gradually. This is usually the cause of school problems that they encounter. They pay less attention at school, do less work and in sometimes, don't do their work as well. Juveniles today lack the energy to pay attention at school which cause them to have this learning disability. In serious cases, they might have, for example, Dyslexia. Dyslexia is a when a child has a hard time reading

Juvenile offending is a major problem in society. Understanding the risk factors that contribute to the increased likelihood of a juvenile to engage in delinquency is important. There are many factors that can influence the increased risk of juvenile delinquency. These factors include poverty, low socioeconomic status, age (Jarjoura, Triplett, & Brinker, 2002), race, gender (Lucero, Barret, & Jensen, 2015), education (Lucero, Barret, & Jensen, 2015; Jarjoura, 1993), and family structure (Anderson, 2002; Kierkus & Hewitt, 2009). It is important to examine if some risk factors can contribute more than others and to what extent they interact with one another. This paper will discuss three important risk factors that contribute to the likelihood of juveniles engaging in deviant acts. The three risk factors discussed are poverty, family structure, and educational attainment. In addition, this paper will demonstrate how these three risk factors interact with one another, resulting in a higher propensity for involvement in juvenile delinquency.

Students who end up on the intellectually disabled side of the spectrum of intelligence have “subnormal general mental ability accompanied by deficiencies in adaptive skills, originating before age 18” (Weiten, 2013). Based on the category, if a child is considered “intellectually disabled,” then they will need to go through special education classes for school to meet any needs that a child may have. Some children are also said to have learning disabilities when they have lower intelligences which are “manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities” (Gunderson & Siegel, 2001). According to Gunderson and Siegel, the use of intelligence tests may not be very reliable when it comes to whether a child has a learning disability or not. They believe that some children who are identified as having a learning disability should not be, therefore making it harder on