This study reconsiders the relationship of childhood Attention Deficit/Hyperactivity Disorder (ADHD) and childhood conduct problems with adult criminal activity by clarifying the role of the cardinal behaviors associated with the DSM-IV ADHD subtypes (inattention and hyperactivity/impulsivity). Since their childhood (average age 9 years), 230 male and 75 female subjects have been followed prospectively and were interviewed as young adults (average age 26 at follow-up). Early childhood behavior ratings by parents and teachers were examined to determine the role of conduct problems, hyperactivity-impulsivity, and inattention in predicting adult criminal involvement as measured by both official arrest records and self-report. Results show that both hyperactivity-impulsivity and early conduct problems independently, as well as jointly, predict a greater likelihood of having an arrest record for males, but not for females. For male subjects with 10 or more self-reported crimes, both early conduct problems and hyperactivity-impulsivity were significant predictors, both alone and in combination. Therefore, it appears that predominantly the symptoms of hyperactivity-impulsivity, but not inattention, contribute to the risk for criminal involvement over and above the risk associated with early conduct problems alone.

This study reconsiders the relationship of childhood Attention Deficit/Hyperactivity Disorder (ADHD) and childhood conduct problems with adult criminal activity by clarifying the role of the cardinal behaviors associated with the DSM-IV ADHD subtypes (inattention and hyperactivity/impulsivity). Since their childhood (average age 9 years), 230 male and 75 female subjects have been followed prospectively and were interviewed as young adults (average age 26 at follow-up). Early childhood behavior ratings by parents and teachers were examined to determine the role of conduct problems, hyperactivity-impulsivity, and inattention in predicting adult criminal involvement as measured by both official arrest records and self-report. Results show that both hyperactivity-impulsivity and early conduct problems independently, as well as jointly, predict a greater likelihood of having an arrest record for males, but not for females. For male subjects with 10 or more self-reported crimes, both early conduct problems and hyperactivity-impulsivity were significant predictors, both alone and in combination. Therefore, it appears that predominantly the symptoms of hyperactivity-impulsivity, but not inattention, contribute to the risk for criminal involvement over and above the risk associated with early conduct problems alone.

No abstract

Self‐reports of arrests and official arrest records were compared for 250 male and 80 female participants in the ongoing Hyperactivity Follow‐Up Study of Young Adults at University of California at Berkeley. For males, kappa coefficients indicated good statistical agreement between arrest records and self‐report measures for 7 of the 12 types of crimes. Statistical agreement, however, may not be the most meaningful yardstick to judge concordance. Additional analyses reveal that for almost all of the crimes examined, one third or more of those with an arrest record for the crime failed to reveal this information on the self‐report measure. Arrests for both some high‐frequency, less serious crimes and some low‐frequency, more serious crimes were not revealed in the subjects’ self‐reports. An examination of the unique information gained from self‐reports found that the subjects most often reported committing public disorder crimes for which they were not caught (over 30%) and were least likely to self‐report crimes against people (less than 10%). Furthermore, subjects with more convictions were more likely to accurately self‐report their criminal involvement. Since both self‐report and official records each contribute unique information and reflect different sources of error, it is proposed that a combination of both types of records is the most inclusive indicator of criminal activity in adulthood. Aggr. Behav. 27:44–54, 2001. © 2001 Wiley‐Liss, Inc.

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.