BACKGROUND There is little systematic information about intelligence and academic achievement among sheltered homeless adults. This study adds descriptive data on intelligence and academic achievement, examines discrepancies across these concepts, and explores the associations among demographic and psychosocial characteristics in the context of intelligence categories and discrepancies. METHODS We studied intelligence, academic achievement, and discrepancies between IQ and academic achievement among 188 individuals experiencing homelessness who were systematically recruited from a large, urban, 24-hour homeless recovery center. Participants completed structured interviews, urine drug testing, the Wechsler Abbreviated Scale of Intelligence, and the Wide Range Achievement Test, 4th edition. RESULTS Average full-scale intelligence was low average (90) but higher than scores obtained in other studies of homeless populations. Academic achievement was lower than average (82 to 88). Performance/math deficits in the higher intelligence group indicate functional difficulties that could have contributed to homeless risk. CONCLUSIONS The low-normal intelligence and below-average achievement scores are not extreme enough to warrant immediate attention and intervention for most individuals. Systematic screening during entry into homeless services might identify learning strengths and weaknesses, presenting modifiable factors that could be addressed in focused educational/vocational interventions.

中文翻译：

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受庇护的无家可归人口亚群体的学习和成就特征。

背景 关于受庇护的无家可归成年人的智力和学业成绩的系统信息很少。本研究添加了有关智力和学业成绩的描述性数据，检查了这些概念之间的差异，并探讨了智力类别和差异背景下人口统计和心理社会特征之间的关联。方法 我们研究了 188 名无家可归者的智力、学业成绩以及智商和学业成绩之间的差异，这些人是从大型城市 24 小时无家可归者康复中心系统招募的。参与者完成了结构化访谈、尿液药物测试、韦克斯勒智力简略量表和第四版广泛成就测试。结果 平均全面智力较低（90），但高于其他无家可归人群研究中获得的分数。学业成绩低于平均水平（82 至 88）。高智力组的表现/数学缺陷表明功能困难可能导致无家可归的风险。结论 对于大多数人来说，低于正常水平的智力和低于平均水平的成绩并没有严重到需要立即关注和干预的程度。在进入无家可归者服务期间进行系统筛查可能会识别学习优势和劣势，提出可以在有针对性的教育/职业干预中解决的可修改因素。高智力组的表现/数学缺陷表明功能困难可能导致无家可归的风险。结论 对于大多数人来说，低于正常水平的智力和低于平均水平的成绩并没有严重到需要立即关注和干预的程度。在进入无家可归者服务期间进行系统筛查可能会识别学习优势和劣势，提出可以在有针对性的教育/职业干预中解决的可修改因素。高智力组的表现/数学缺陷表明功能困难可能导致无家可归的风险。结论 对于大多数人来说，低于正常水平的智力和低于平均水平的成绩并没有严重到需要立即关注和干预的程度。在进入无家可归者服务期间进行系统筛查可能会识别学习优势和劣势，提出可以在有针对性的教育/职业干预中解决的可修改因素。