The Readability of Correctional Intellectual and Developmental Disability Policy Across 50 States

• In Event: Prison Standards, Rules, and Practices

Abstract

Purpose: This study evaluates the readability of intellectual or developmental disability (IDD) related correctional policies for people who are incarcerated across all 50 states. Previous research suggests that people who are incarcerated read at or below the 6th grade level, and that nearly a quarter of individuals incarcerated at the state level have a cognitive disability. As such, understanding the readability of publicly available IDD policies is important to identify possible barriers to accessibility and safety implications for people who are incarcerated. Design: Based on a determined inclusion criterion, the readability of IDD-specific policies was assessed using the Flesh Reading Ease Score (FRES), Flesh-Kincaid Grade Level (FKGL), and Simple Measure Gobbledygook (SMOG). These outcomes will be compared to recommended reading level metrics for people who are incarcerated. Preliminary Findings: Initial analyses indicate that IDD-related policies are written well above suggested reading levels (5th-6th grade level). Implications: This demonstrates that fundamental materials are written in ways that may limit comprehension for the intended population demonstrating significant barriers to accessibility, safety, and self-advocacy.

Authors

• Alicen Potts, University of Cincinnati

• Brittany E. Hayes, University of Cincinnati

• Sam Boch, University of Cincinnati

• Myrinda Smith, University of Cincinnati Corrections Institute

• Natalie Artman, University of Cincinnati