@article{ref1,
title="Fledgling Psychopathy in the Classroom: ADHD Subtypes, Psychopathy, and Reading Comprehension in a Community Sample of Adolescents",
journal="Youth violence and juvenile justice",
year="2011",
author="DeLisi, Matt and Vaughn, Michael G. and Beaver, Kevin M. and Wexler, Jade and Barth, Amy E. and Fletcher, Jack M.",
volume="9",
number="1",
pages="43-58",
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.<p />",
language="",
issn="1541-2040",
doi="10.1177/1541204010371932",
url="http://dx.doi.org/10.1177/1541204010371932"
}