Fledgling psychopathy in the classroom: Adhd subtypes, psychopathy, and reading comprehension in a community sample of adolescents

Matt DeLisi, Michael George Vaughn, Kevin M. Beaver, Jade Wexler, Amy E. Barth, Jack M. Fletcher

Research output: Contribution to journalArticle

41 Citations (Scopus)

Abstract

The current study explores characteristics that are associated with fledgling psychopathy and educational outcomes relating to reading comprehension performance in a community sample of 432 middle school students. Latent class analysis (LCA) produced a four-class solution. Class 1 was a large (71.5% of sample) "control" group of youths with no attention/hyperactivity deficits and the highest reading comprehension scores. Class 2 was 11.6% of the sample and was consistent with traits associated with attention deficit hyperactivity disorder (ADHD) predominantly inattentive type. Class 3 was 7.4% of the sample and was consistent with traits associated with ADHD predominantly hyperactive-impulsive type. Class 4 was 9.5% of the sample and was consistent with traits associated with ADHD combined type. Classes 2 and 4 were characterized by elevated levels of psychopathic and callous-unemotional (CU) traits and lower educational performance. This study extends the utility of fledgling psychopathy to educational outcomes, which has broad implications for adolescent development, delinquency, and youth violence.

Original languageEnglish
Pages (from-to)43-58
Number of pages16
JournalYouth Violence and Juvenile Justice
Volume9
Issue number1
DOIs
Publication statusPublished - 2011 Jan 1

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Developmental and Educational Psychology
  • Law

Cite this