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: 9761327
• 负责人: ELENA L GRIGORENKO
• 金额: $ 55.95万
• 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 2021-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9761327
• 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.

概括 学习障碍（LD）是少年罪犯最常见的残疾类型之一 链接到犯罪。在全国范围内，有特殊教育需求的儿童和青少年在 美国司法系统。报告估计犯罪少年，残疾人建立约30％至60％ 整个犯罪人口。美国的一项全国调查指出，平均患病率为33.4％ 在矫正设施中监禁残疾少年。而且，长期以来一直引起关注 残疾青年和特殊教育背景的累犯率。通常，关于 教育表现，学术缺陷，例如缺乏阅读，写作和数学的基本技能 与累犯有关。但是，这些研究在很大程度上忽略了犯罪的动态性质 以及在发展危机领域已记录的犯罪行为，重点是 偏差行为的发作，连续性和扩展。鉴于这项研究，识别和 鉴于积累 与其他风险因素重叠，例如贫困，家庭犯罪模式，违法的影响 同龄人，以及风险因素在个人发展轨迹中的不同影响。共， 实施复杂方法对复杂的建模面临挑战 少年犯罪与教育问题（例如学习）之间的纵向和相互联系 残疾及其与其他风险因素的关系。这个挑战灵感来自所需的 大量样本可检测与年轻人的稳健和可解释的模式和预测关系 从定义上讲，严重的LDS规模较小，公民在各种教育成果方面 （例如，学习成绩）。该枢纽被认为有助于该领域的理解 LD和犯罪行为之间的联系。通过其组织和行政活动 （管理核心），枢纽将作为阐明病因的专业知识来源 严重LD和少年犯罪之间的经验重叠。通过其研究活动（研究 项目），集线器将产生独特的发现，利用相关大数据的可用性， 其成员的临床优势及其开发和管理教育疗法的能力 罪犯及其在社区内的嵌入，赋予多层创建和处理的能力 纵向数据集，合并社会学（即犯罪学），行为，神经生理学和 遗传/基因组数据。