The Nature and Prevalence of Learning Disabilities among the Prison Population in Ireland

1
The Nature and Prevalence of Learning
Disabilities among the Prison Population in
Ireland

• Sean Carey, Michael Murphy, Mark Harrold and Mark
  Mulrooney

2
Background

• Tender by Department of Justice, Equality and Law
  Reform (1998)
• Estimate prevalence of Learning Disability within
  Irish prisoner population
• Learning/intellectual disability

3
Considerations

• Representative sample
• Individually administered assessments
• Prisoners perspectives
• Less than an hour

4
Measures

• Kaufman Brief Intelligence Test (K-BIT)
• Matrices (non-verbal)
• Vocabulary
• Composite Score IQ

5
Measures

• Wide Range Achievment Test 3 (WRAT 3)
• Reading
• Maths
• Spelling

6
Measures

• Vocabulary subtest of Wechsler Adult Intelligence
  Scale-Revised (WAIS-R)
• Strong correlation with WAIS-R Full Scale IQ score

7
Measures

• National Adult Prison Study (NAPS)
• Demographic information
• Educational history
• Work skills
• Employment history
• Current education/training
• Imprisonment history

8
Participants

• All prisons (14)
• Ten percent sample in each prison
• Random selection
• Consent procedures
• Refusals
• Confidentiality
• Total sample 264

9
WRAT 3 Results

• Spelling 38 lt 70
• Maths 45 lt 70
• Reading 18 lt 70

10
K-BIT Results

• Vocabulary 14 lt 70
• Matrices 32 lt 70
• Composite 28 lt 70

11
WAIS-R Vocabulary

• 34 scored lt 6
• Strong correlation with K-BIT Composite

12
NAPS Employment

• 22 had no employment history
• 38 were unskilled
• 5 management/professional

13
NAPS Education

• Left school 14-15
• 40 expelled at least once
• 80 had never met school psychologist/counselor
• 73 could not recall remedial help
• 56 had not taken a state exam

14
NAPS Stories

• Nice or Mean teachers
• Primary to Secondary transition
• Multiple schools

15
Less than 70 on K-BIT

• Younger
• Left school younger (13.5 v 15)
• Less likely to have had a job
• Less likely to have work skills
• Less likely to attend secondary school
• Less likely to have taken an exam
• Less involved in current education/training

16
Key Findings

• Up to 28 of prisoner population meet screening
  criterion for general learning (intellectual)
  disability
• Large proportion have significant literacy and
  numeracy deficits
• Large proportion have a history of educational
  and employment difficulties
• Low IQ associated with difficulties in all areas

17
Validity of Results

• High estimate relative to international studies
  (2-12)
• Comprehensive, representative, random sample
• Valid and reliable tests
• Screening
• Literacy and numeracy results in line with Prison
  Adult Literacy Survey (Morgan Kett, 2003)

18
Conclusions and Recommendations

• Systematic process to screen and identify
  prisoners with general learning (intellectual)
  difficulties
• Adapt prisoner education/training programmes to
  meet special needs
• Training for prison staff