@misc{10481/91387,
year = {2023},
url = {https://hdl.handle.net/10481/91387},
abstract = {There are many standardized tests to evaluate and detect language difficulties in adults in English. However, there are relatively few options in Spanish. Most of the research is conducted with children and adolescents. Objetives: to propose a reliable coding system for the correction and interpretation of narratives (essays and narratives) from the Battery for the Evaluation of Writing Processes (PROESC) in the prisoners. Design: The sample was composed of 287 men. Main Outcome Measures: They completed the Demographic, Offense, and Behavioral Interview in Institutions, the International Personality Disorders Examination (IPDE), and PROESC. Results: We found that the proposed coding system presented high concordance, that is, high inter-rater reliability. Conclusion: The classification system for the correction and interpretation of narratives was shown to be reliable.},
abstract = {Writing involves the activation of different processing modes than reading comprehension, and therefore the level of activation varies depending on the moment and the task. Objetives: to analyze the profiles in terms of the proposed coding from the PROESC in terms of personality disorders [antisocial personality disorder (ASPD) and obsessive-compulsive personality disorder (OCPD)] in the prisoners. Design: The sample was composed of 194 men. The participants were divided into two groups. Group 1 (ASPD) consisted of 81 men, and Group 2 (OCPD) consisted of 113 men. Main Outcome Measures: They completed the Demographic, Offense, and Behavioral Interview in Institutions, the International Personality Disorders Examination (IPDE), and PROESC. Results: Group 2 made more mistake than Group 1 in narratives tasks. Conclusion: Participants know phoneme-grapheme correspondence rules, language disturbances of a reiterative and persistent nature may appear in those who show compulsive behavior.},
abstract = {Impulsive and compulsive behaviours are widespread among young adults, frequently co/exist, and can have negative long-term consequences. Impulsivity has been evaluated using experimental tasks and self-report measures and compulsivity has been evaluated mainly using the same instruments that are used to assess impulsivity, although occasionally compulsivity has been evaluated using more specific self-report measures important for evaluating the development and maintenance of Obsessive-Compulsive Disorders. The purpose of the current study was to validate a Spanish version of the Impulsive-Compulsive Behaviors (ICB) Checklist in a prison population. The ICB Checklist was translated into Spanish and administered to a sample of 700 men who voluntarily responded to the questionnaire. The mean age of respondents was 37.33 years (SD = 9.09). The Spanish version showed a two-factor structure for a 34-item self-reported instrument to assess impulsivity and compulsivity. The adaptations of the ICB Checklist indicated that the Spanish version showed adequate reliability (McDonald’s omega coefficient of .80 and Cronbach alpha of .79 for factor 1 and McDonald’s omega coefficient of .79 and Cronbach alpha of .80 for factor 2). Correlations with other measures of impulsivity and compulsivity (UPPS-P; OBQ-44; EuropASI; SCL-90-R) supported the construct validity of the scale. The scale’s reliability and validity are found to be satisfactory. This scale has been validated in the prison population context and also identified the optimal version of the ICB checklist.},
abstract = {Background: Reading and writing disorders are characteristics of developmental dyslexia and these problems persist into adulthood.  Academic failure is strongly correlated with dyslexia, impulsive, compulsive and criminal behaviors. 

The aims of this study were to describe impulsive or compulsive reading comprehension in order to determine the differences in errors in reading processes between two groups with Antisocial Personality Disorder (ASPD) and Obsessive-Compulsive Personality Disorder (OCPD) and the relationship with criminal behavior in the prison population. 

Methods: We used data from 194 participants: 81 with ASPD and 113 with OCPD from a prison center. Participants took part in interviews to gather data on demographic, criminal and behavioral data, and tests were conducted including the International Examination for Personality Disorders; Symptom Inventory and Battery for the Assessment of Reading Processes in Secondary and High School – Revised.

Results: Differences in reading skills between the ASPD and OCPD groups. Specifically, lower rates of Lexical Selection; Semantic Categorization; Grammar Structures; Grammatical judgements; Expository Comprehension in the OCPD group compared with the ASPD group. We found higher scores on Narrative Comprehension in the OCPD group compared with the ASPD group. 

Conclusions: The OCPD group showed slow lexical-phonological coding and slow phonological activation.},
organization = {This research is part of Project A-SEJ-154-UGR20 financed by the Andalusian Knowledge Agency. Ministry of Economy, Knowledge, Companies and University.},
title = {Impulsive and compulsive reading comprehension in the prison population},
author = {Muñoz López, Lucas and López Torrecillas, Francisca},
}