Assessment of Intellectually Disabled Sexual Offenders: The Current Position

• NCJ Number: 218218
• Journal: Aggression and Violent Behavior Volume: 12 Issue: 2 Dated: March-April 2007 Pages: 229-241
• Author(s): Jenny A. Keeling; Anthony R. Beech; John L. Rose
• Date Published: March 2007
• Length: 13 pages
• Publication Format: Article
• Publication Type: Literature Review
• Language: English
• Country: United States of America

Annotation

This paper examines various assessment methods for sexual offenders with intellectual disabilities.

Abstract

Although the use of risk-assessment tools is at an early stage, it appears that the Rapid Risk Assessment of Sexual Offense Recidivism (RRASOR) instrument is the most appropriate tool at this time for sexual offenders with intellectual disabilities. Research has found that the RRASOR provides a good estimate for overall risk and is able to differentiate recidivists from nonrecidivists. Three methods for using psychometric assessment with this population are described, with advantages and disadvantages for each assessment noted. Due to difficulties in using existing measures with intellectually disabled sexual offenders, this paper suggests that these assessments be avoided if other alternatives are available. The development of new assessment tools, which account for the difficulties in self-report assessment with this population, provides the most valid and reliable form of assessment. For offenders with borderline or mild intellectual functioning, adapted assessments are a potentially valid method of assessment, with significantly more choices in assessment available (e.g., Social Intimacy Scale and the Rosenberg Self-Esteem Inventory). For all offenders, there should be an assessment of the four areas suggested by Thornton (2002): deviant sexual interests, pro-offending attitudes, socio-affective functioning, and self-management problems. An assessment of intellectual functioning (Wechsler-base) and adaptive functioning should be completed in an attempt to provide responsive treatment. In addition, an assessment of literacy and comprehension should be done in order to ensure that treatment is responsive to the learning styles and needs of offenders. Future research should aim for the development of well-researched formal assessment methods. 1 table and 89 references