Maxine Winstanley

Purpose: Previous research demonstrates an association between developmental language disorder ( DLD ) and criminal offending. International research also implicates alexithymia as being over‐represented in forensic samples. This study provides a comprehensive examination of the psycholinguistic and socioemotional profiles of males and females in the youth justice system, with a focus on first‐time entrants. In the context of restorative justice ( RJ ) underpinning youth justice disposals, this allows for informed intervention and identifies those who may be compromised in their ability to effectively engage in certain interventions. Methods: Participants ( N  = 145) from a triage centre and youth offending teams, with a mean age of 15.8, completed a range of standardized psycholinguistic assessments considering non‐verbal IQ , expressive and receptive language measures, and literacy. Additionally, socioemotional measures completed included The Alexithymia Scale and the Strengths and Difficulties Questionnaire. Results: Developmental language disorder was present in 87 participants. Except for the emotional score, no statistically significant gender differences were found. The mean language scores for the DLD group were more than 2.25 standard deviations below the normative mean, and they demonstrated greater literacy difficulties. A high proportion of the group met the criteria for alexithymia/possible alexithymia (60%), and this was not associated with DLD . Conclusions: High prevalence values for DLD and socioemotional difficulties, not generally gender‐specific, were found. These difficulties have the possibility to compromise a young person's ability to engage in rehabilitative strategies. Language assessment and identification of difficulties, especially DLD , upon entry to the youth justice service, would assist when planning interventions.

Background: Financial capability is an essential feature of the organisation of one’s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with developmental language disorder and compares them to those of age matched peers. We tested the expectation that those with developmental language disorder would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people. Methods: Participants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected. Results: Compared to typically developing age matched peers, young people with developmental language disorder report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with developmental language disorder (48% vs. 16% of age matched peers) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends. Conclusions: This is the first study to consider the financial capability skills and functional financial literacy of young adults with developmental language disorder. We provide novel evidence that some young adults with developmental language disorder lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support.

Background: There is now substantial literature demonstrating that a disproportionate number of young people who come into contact with youth justice services evidence unidentified language difficulties. These young people, therefore, have received little or no professional input in this area. Conversely, there is a dearth of research pertaining to criminality outcomes among those individuals with identified developmental language disorders (DLD) who have received such interventions.Aims: To examine police‐initiated contact and substance use outcomes of young adults with a history of identified DLD versus age‐matched peers (AMP). Additionally, self‐reported rule breaking behaviours and aggression are considered. We hypothesize that early identification/intervention reduces engagement with risky behaviour such as substance and alcohol use as well as offending‐related behaviours.Methods & Procedures: Adversarial police‐initiated contacts were examined in 84 young adults with a history of DLD and 88 AMP. Rule‐breaking and aggression were evaluated using the Achenbach Adult Self‐Report for ages 18–59 years.Outcomes & Results: Adults with a history of DLD who received targeted intervention during their school years reported less contact with their local police service compared with AMPs at age 24. Comparable proportions of both groups reported current alcohol consumption, but group differences were found relating to alcohol use. No group differences in rule‐breaking behaviours were found, but the DLD group was found to have a statistically significant higher raw score on the aggressive behaviour scale.Conclusions & Implications: There is a need for early identification of children with DLD. Early intervention aimed at ameliorating such difficulties could possibly have distal outcomes in relation to offending.