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Measuring adjustment in J apanese juvenile delinquents with learning disabilities using J apanese version of K aufman A ssessment B attery for C hildren II
Author(s) -
Kumagami Takashi,
Kumagai Keiko
Publication year - 2014
Publication title -
psychiatry and clinical neurosciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.609
H-Index - 74
eISSN - 1440-1819
pISSN - 1323-1316
DOI - 10.1111/pcn.12187
Subject(s) - juvenile delinquency , learning disability , psychology , cognition , reading (process) , developmental psychology , psychiatry , political science , law
Aim The aim of this study was to create a profile of the cognitive and academic abilities of juvenile delinquents ( JD ) in J apan using the newly validated J apanese version of the K aufman A ssessment B attery for C hildren, S econd E dition ( KABC‐II‐J ). Methods We administered the KABC‐II‐J to 22 JD ( M age = 15.9 years, standard deviation [ SD ] = 1.4), 28 typically developing high school students ( M age = 16.0 years, SD = 0.08), and (as controls) 12 special education students ( M age = 16.9, SD = 0.83) with mild intellectual disabilities. Results We observed significant differences between JD and typically developing students on learning index of the M ental P rocess I ndex, and the vocabulary, reading, writing, and mathematics indices on the A chievement I ndex. JD had lower scores than did typically developing high school students. Fourteen JD had a 1 SD discrepancy (43%) in scores on these indices. These cases were suspected of having learning disabilities. Conclusion The KABC‐II‐J is a suitable means of assessing academic and cognitive problems in JD ; professionals working in the field of juvenile delinquency should recognize that offenders might have severe academic delays and learning disabilities.