Measuring adjustment in Japanese juvenile delinquents with learning disabilities using Japanese version of Kaufman Assessment Battery for Children II
Article first published online: 9 JUN 2014
© 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology
Psychiatry and Clinical Neurosciences
Volume 68, Issue 10, pages 768–775, October 2014
How to Cite
Kumagami, T. and Kumagai, K. (2014), Measuring adjustment in Japanese juvenile delinquents with learning disabilities using Japanese version of Kaufman Assessment Battery for Children II. Psychiatry and Clinical Neurosciences, 68: 768–775. doi: 10.1111/pcn.12187
- Issue published online: 30 SEP 2014
- Article first published online: 9 JUN 2014
- Accepted manuscript online: 16 APR 2014 05:40AM EST
- Manuscript Accepted: 11 APR 2014
- Manuscript Revised: 18 FEB 2014
- Manuscript Received: 11 SEP 2013
- academic achievement;
- forensic assessment;
- juvenile delinquency;
- Japanese version of Kaufman Assessment Battery for Children II;
- learning disabilities
The aim of this study was to create a profile of the cognitive and academic abilities of juvenile delinquents (JD) in Japan using the newly validated Japanese version of the Kaufman Assessment Battery for Children, Second Edition (KABC-II-J).
We administered the KABC-II-J to 22 JD (Mage = 15.9 years, standard deviation [SD] = 1.4), 28 typically developing high school students (Mage = 16.0 years, SD = 0.08), and (as controls) 12 special education students (Mage = 16.9, SD = 0.83) with mild intellectual disabilities.
We observed significant differences between JD and typically developing students on learning index of the Mental Process Index, and the vocabulary, reading, writing, and mathematics indices on the Achievement Index. 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.
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.