Competence to Stand Trial: Special Challenges for the Population Diagnosed With Intellectual Disabilities and Borderline Intellectual Functioning

This study contributes to the psychometric validity of the psychological tests most frequently used to determine competency to stand trial for people with intellectual disabilities. First, the relationship between The MacArthur Competence Assessment Tool (MacCAT-CA) and the Competence Assessment to Stand Trial for Defendants with Intellectual Disabilities (CAST-MR) was analyzed, including their respective determination of competency for currently adjudicated adults with intellectual disabilities. Second, the relationship between performance on the Malingered Incompetence Legal Knowledge test (MILK), a new measure designed to evaluate malingering by people with intellectual disabilities in a legal context, and the Test of Memory Malingering (TOMM) was explored. Additionally, this study contributes to the development of norms for both the MacCAT-CA and the MILK in a population with intellectual disabilities. Results demonstrate that was not significant agreement between the Mac CAT-CA and the CAST-MR in determining adjudicative competency in the study population. The lack of convergent validity between these two commonly used measures raises questions about test validity and whether individuals with intellectual disabilities are held to a lower standard for adjudicative competence. Further, a significant correlation between the TOMM and the MILK suggests that evidence of exaggerated cognitive impairments does suggest feigned ignorance of legal knowledge. The evidence from this study suggests that CST evaluations with an ID population results in different findings based on the measure that the examiner chooses. Consequently, adherence to appropriate and standardized measures is needed in forensic psychology to ensure the quality of the evaluation

Educational Implications Following Idiopathic Encephalopathy and Prolonged Coma: A Longitudinal Case Study

This paper explores standard considerations of accommodations for paediatric acquired brain injury (ABI) survivors as illustrated through an intensive case study. Specifically, we explore methods by which school systems can enhance a middle school student’s learning environment after losing 30 points in his intellectual functioning (IQ) following a rare coma recovery. For the purpose of this paper, coma is defined as a period following neurological injury or illness during which an individual does not open his/her eyes and does not have sleep–wake cycles. This case emphasises the use of current behavioural evidence-based treatments in young ABI patients. Multiple comparisons are especially beneficial in delineating the strength of intervention modalities and specific challenges unique to this population. Current data are of particular interest because measures of both pre- and post-morbid functioning are available, because of earlier school testing for a pre-existing learning disability. Finally, implications for prognosis and treatment of young ABI patients are discussed

Effectiveness of the Coping Power Program in Middle-school Children with Disruptive Behaviours and Hyperactivity Difficulties

The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidencebased treatment delivered in a group format to at-risk middle-school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children-2 (BASC-2), a pre- and post-intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention

Effectiveness of the coping power program in a Mexican-American sample: distinctive cultural considerations

This study responds to the challenges associated with delivering culturally sensitive and evidence-based treatment (EBT) to at-risk children. Current research supports group interventions based on the Coping Power Program (CPP) curriculum as EBT for improving the frequency of positive behaviors in children and adolescents. However, the effectiveness of the CPP in a Mexican-American sample has not been explored to date. This study investigated the effectiveness of the CPP delivered as a preventative intervention to Mexican-American adoles- cents in a rural school setting. A major emphasis is put on cultural sensitivity when working with this population. Cultural sensitivity is expressed by minor adaptations of the CPP. The adaptations consisted of modifying treatment content, providing culturally relevant examples, contextualizing content and so forth, while maintaining program value. Our hypothesis was that when using the adapted EBT curriculum on the Mexican-American subsample, both groups would have similar scores and retention rates. As hypothesized, no significant differences were found between the two treatment groups (non-adapted EBT European-American and adapted EBT Mexican-American). Overall, the results suggest that EBT interventions for at-risk Mexican-American youth might require cultural adaptation in order to maximize its effectiveness

I am Smart, Therefore I Can: Examining the Relationship between IQ and Self-efficacy across Cultures

The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.0 years) referred by school administrators and faculty. United States (US) participants (n = 27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities

If I Value Myself, I Value School: The Protective Effect of Self-esteem Among Abused Females

Children who have been severely maltreated tend to perform significantly below their non-maltreated peers in standardized tests, earn lower grades and have the most discipline issues in the school setting. There is evidence that self-esteem (SE) may be a protective factor for youth with regard to negative emotional outcomes. The role of self-esteem needs to be explored further in more collectivistic cultures. The purpose of this study was to explore the relationship between physical abuse, SE and school attitudes. Participants included 14 females rescued from a city landfi ll in Nicaragua (ages 7 – 17 years, M = 12.44), half of whom had reported being beaten. SE and attitude toward school (ATS) were assessed using the Spanish Behavior Assessment System for Children. Grade point average (GPA) was obtained from their schools. Females who were beaten had signifi cantly lower SE and a more negative ATS. Their GPA was lower, but not significantly. When SE and abuse were considered together, the effect of abuse on school attitudes was non-significant, suggesting that SE is a protective factor for the effects of abuse on ATS

The Relationship between Narcotic Administration and Emergency Department Recidivism

The present study investigated the impact of narcotic administration on quantity and frequency of recidivism by patients presenting to the Emergency Department (ED) with a primary complaint of chronic pain. This study explored the relationship between narcotic administration, gender, prescribing physician and subsequent ED visits. We analyzed the data from the twelve months of medical records for 80 patients (278 visits) who presented at the ED of a general medical center in a rural area. Results indicated that the number of visits by those who received narcotics was significantly higher than for those who did not receive narcotics. There was also a significant difference in prescribing patterns, with females being more likely than males to receive a narcotic. Observable differences were found between the frequency of days between visits for those who received narcotics vs. those who did not, and the differential pattern of narcotic administration between providers. These findings raise the question that the receipt of a narcotic may reinforce visits to the ED. This study concluded that an established protocol for treating patients with chronic pain who present in the ED may be useful

The Poverty Puzzle: The Surprising Difference between Wealthy and Poor Students for Self-efficacy and Academic Achievement

This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-efficacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had signifi cantly lower grade point averages than students from medium- or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-efficacy, but the highest academic performance. Results suggest that self-efficacy is likely to be related to expectations and selfperception beyond IQ or culture