title: Fledgling Psychopathy in the Classroom: ADHD Subtypes Psychopathy, and Reading Comprehension in a Community Sample of Adolescents.
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.
authors.affiliation: Iowa State University, Ames, Iowa.
authors.forename: Matt
authors.initials: M
authors.lastname: Delisi
authors.forename: Michael
authors.initials: M
authors.lastname: Vaughn
authors.forename: Kevin M
authors.initials: KM
authors.lastname: Beaver
authors.forename: Jade
authors.initials: J
authors.lastname: Wexler
authors.forename: Amy E
authors.initials: AE
authors.lastname: Barth
authors.forename: Jack M
authors.initials: JM
authors.lastname: Fletcher