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Parsamajd F, Teymori S. Karate Kata training: A promising intervention for behavioral problems in elementary school children. J Exp Child Psychol 2024; 248:106058. [PMID: 39236554 DOI: 10.1016/j.jecp.2024.106058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Revised: 08/01/2024] [Accepted: 08/05/2024] [Indexed: 09/07/2024]
Abstract
Behavioral issues frequently arise in primary school children, affecting their academic performance, social interactions, and general welfare. These concerns encompass challenges related to attention, concentration, aggression, oppositional behavior, and social maladaptation. The purpose of the current study was to examine the impacts of karate Kata training on extrinsic behavioral problems of elementary school students. The Achenbach Child Behavior Checklist (CBCL) questionnaire was given to all fourth- to sixth-grade students from a male elementary school, totaling 241 students, in Mashhad, Iran. A total of 76 eligible school-aged children with a total score of 65 and above in attention, aggression, oppositional defiance, and social maladaptation issues were selected and randomly assigned to an exercise group (n = 38) or a no-exercise control group (n = 38). Participants in the exercise group were instructed to engage in Kata training, which consists of a series of choreographed movements designed to enhance physical and mental discipline, for a duration of 12 60-min sessions, whereas the participants in the control group followed their daily activities. The CBCL from the Achenbach System of Empirically Based Assessment was used to assess dependent variables such as attention and concentration, aggression, oppositional defiance, and social maladaptation at baseline and post-intervention. The repeated-measures analysis of variance indicated that Kata training results in significant improvements in attention and concentration and significant reductions in aggression, oppositional defiance, and social maladaptation among elementary school students (all ps < .001). These results highlight the potential benefits of incorporating Kata training into interventions aimed at improving the behavioral outcomes of children.
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Affiliation(s)
- Farzaneh Parsamajd
- Department of Psychology, Torbat-e Jam Branch, Islamic Azad University, Torbat-e Jam, Iran.
| | - Saeid Teymori
- Department of Psychology, Torbat-e Jam Branch, Islamic Azad University, Torbat-e Jam, Iran.
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Droder S, Mano Q, Guerin J, Becker S, Epstein J, Tamm L. The shifting role of fluid reasoning in reading among children evaluated for ADHD. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:325-333. [PMID: 36856690 DOI: 10.1080/21622965.2023.2178922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
Abstract
Children with attentional difficulties are more likely than their peers to experience challenges in basic reading skills, including phonemic decoding and word recognition. Such challenges may require reliance on higher-order cognitive functions such as fluid reasoning (Gf) to attain reading proficiency. The present study sought to clarify the role of Gf in phonemic decoding and word recognition among children-in grades 1-7 (n = 156)-being evaluated for attention-deficit/hyperactivity disorder (ADHD). Effects of Gf were examined in relation to crystallized knowledge (Gc). Results indicated that Gf exerted a direct effect onto phonemic decoding in early grades (grades 1-2) but not in later grades (grades 3-7). Gf also exerted an indirect effect onto phonemic decoding-through Gc-in later grades (grades 3-7) but not in early grades (grades 1-2). Finally, Gf exerted an indirect effect onto word recognition through phonemic decoding in grades 1-4 but not in grades 5-7. Altogether, findings show that Gf plays a direct role in younger children's phonemic decoding and an indirect role in word recognition (through Gc) in later grades, suggesting a shift in Gf's role across grade levels. Although findings need replication in longitudinal research, current results have implications for both typical and atypical reading development.
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Affiliation(s)
- Sarah Droder
- Department of Psychology, University of Cincinnati, Cincinnati, Ohio, USA
| | - Quintino Mano
- Department of Psychology, University of Cincinnati, Cincinnati, Ohio, USA
| | - Julia Guerin
- Department of Psychology, University of Cincinnati, Cincinnati, Ohio, USA
| | - Stephen Becker
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Jeffery Epstein
- Department of Psychology, University of Cincinnati, Cincinnati, Ohio, USA
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Leanne Tamm
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
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Gambra L, Magallon S, Crespo-Eguílaz N. Weak central coherence in neurodevelopmental disorders: a comparative study. Front Psychol 2024; 15:1348074. [PMID: 38933578 PMCID: PMC11202315 DOI: 10.3389/fpsyg.2024.1348074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 05/23/2024] [Indexed: 06/28/2024] Open
Abstract
Introduction Central coherence is the normal tendency to process and give meaning to incoming information taking into account the context or global view of that information. Methods We assessed the central coherence of 252 school children of normal intelligence between 6 and 11 years old. We compared the performance of two groups: (a) a control group (n = 194), and (b) a clinical group (n = 58) comprising children with NVLD+ADHD (n = 24), ADHD alone (n = 16), SCD (n = 8) and level-1ASD (n = 10) (Kluskall-Wallis H and Mann-Whitney U were calculated to make comparisons within groups and between pairs of groups). The effects of medication were studied (Student's t test). Results The NVLD+ADHD, SCD and ASD1 groups showed weak central coherence. The performance of the ADHD group was normal and differed significantly from the NVLD+ADHD group. Conclusion Central coherence deficit was not exclusive to ASD1: it also characterizes NVLD and SCD.
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Affiliation(s)
- Leyre Gambra
- Faculty of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Sara Magallon
- Faculty of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Nerea Crespo-Eguílaz
- Pediatric Neurology Unit, Clinic University of Navarra, Pamplona, Spain
- Facultad de Educación, Universidad Internacional de La Rioja, Logroño, Spain
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Orefice C, Cardillo R, Lonciari I, Zoccante L, Mammarella IC. "Picture this from there": spatial perspective-taking in developmental visuospatial disorder and developmental coordination disorder. Front Psychol 2024; 15:1349851. [PMID: 38708023 PMCID: PMC11066165 DOI: 10.3389/fpsyg.2024.1349851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 04/03/2024] [Indexed: 05/07/2024] Open
Abstract
Introduction Either Developmental Visuospatial Disorder (DVSD) and Developmental Coordination Disorder (DCD) present with difficulties in visuospatial processing, even though entailing different degrees of impairment. Among the visuospatial domain, spatial perspective taking is essential to interact with the environment and is significantly involved in many daily activities (e.g., environment navigation and spatial orienting). Notwithstanding, no previous studies have investigated this spatial domain in children with DVSD and limited evidence is available regarding DCD. Consistent with a transdiagnostic approach, the first goal of the present study was to compare spatial perspective taking abilities of these groups, also including a control group of not diagnosed peers (ND). Secondly, the role of different fine-motor and visuo-spatial predictors on the spatial perspective taking performance was considered. Method A total of 85 participants (DVSD = 26; DCD = 26; ND = 33), aged between 8 and 16 years old, were included in the study. Tasks assessing spatial perspective taking, fine-motor, visual imagery, and mental rotation skills, as well as visuo-spatial working memory were administered. Results and Discussion Overall, our results confirmed weaknesses in spatial perspective taking in both clinical groups, with the DVSD obtaining the lowest scores. Similarities and differences in the predictors accounting for the performance in the spatial perspective taking task emerged, suggesting the possible employment of different fine-motor or visuospatial strategies by group. Findings are discussed considering the potential impact they may have both in research and clinical practice.
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Affiliation(s)
- Camilla Orefice
- Department of Developmental and Social Psychology, School of Psychology, University of Padua, Padua, Italy
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, School of Psychology, University of Padua, Padua, Italy
- Department of Women’s and Children’s Health, School of Medicine and Surgery, University of Padua, Padua, Italy
| | - Isabella Lonciari
- Division of Child Neurology and Psychiatry, University Pediatric Hospital “IRCCS Burlo Garofolo”, Trieste, Italy
| | - Leonardo Zoccante
- Child and Adolescent Neuropsychiatry Unit, Maternal-Child Integrated Care Department, Integrated University Hospital of Verona, Verona, Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology, School of Psychology, University of Padua, Padua, Italy
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Ceruti C, Mingozzi A, Scionti N, Marzocchi GM. Comparing Executive Functions in Children and Adolescents with Autism and ADHD-A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2024; 11:473. [PMID: 38671689 PMCID: PMC11049008 DOI: 10.3390/children11040473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2024] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 04/28/2024]
Abstract
Two neurodevelopmental conditions, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), have been associated with executive function (EF) impairments but the specificity of their impairments is still controversial. The present meta-analysis aimed to identify the differences in EF profiles of ASD, ADHD, and ASD+ADHD in relation to a control group of individuals with typical development (TD) and to understand whether the EF performance could change depending upon the type of measure used to assess EF (performance tests vs. questionnaires). Results from 36 eligible studies revealed that ADHD and ASD showed more difficulties than the TD group in tests and, particularly, in questionnaires. No significant differences in the EF profile emerged between ASD and ADHD when assessed through neuropsychological tests (d = 0.02), while significant differences emerged when assessed through questionnaires, with ADHD having higher ratings than ASD (d = -0.34). EF questionnaires and neuropsychological tests may catch two different constructs of EF, with the former being more predictive of everyday life EF impairments. The comparison between the double diagnosis group (ADHD+ASD) and the clinical groups pointed out that the former has a more similar EF profile to the ADHD-alone one and that it shows more difficulties than ASD-alone.
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Affiliation(s)
| | | | | | - Gian Marco Marzocchi
- Department of Psychology, University of Milan-Bicocca, 20126 Milan, Italy; (C.C.); (A.M.)
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Coccaro A, Banich M, Mammarella IC, Liotti M. Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample. Sci Rep 2024; 14:8212. [PMID: 38589467 PMCID: PMC11001940 DOI: 10.1038/s41598-024-58639-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 04/01/2024] [Indexed: 04/10/2024] Open
Abstract
Non-Verbal Learning Disability (NVLD) is a neurodevelopmental disorder characterized by deficits in processing visuospatial information but with age-appropriate verbal skills. This cognitive profile has been hypothesized to be associated with atypical white matter, but at the present there is a lack of evidence for this hypothesis. Currently, the condition is not characterized within the main diagnostic systems, in part because no clear set of criteria for characterizing the disorder exists. This report is the first attempt to estimate NVLD prevalence, using two sets of diagnostic criteria, in a large sample of over 11,000 children who were selected without regards to problems of specific nature, either psychological, neurological, physical and/or social. Furthermore, it examined the association between the profile of cognitive abilities and aspects of whole-brain white matter measures in children with and without symptoms associated with NVLD. Participants were drawn from the Adolescent Brain Cognitive Development (ABCD) study, a 10-year longitudinal study of 11,876 children in the U.S. The data used in the present study were drawn from the initial testing point at which the children were 9-10 years old. Prevalence of NVLD based on two distinct sets of criteria, correlations between the measures used to create the criteria, correlations between criteria measures and measures of white matter integrity. The cognitive criteria included measures of visuospatial processing, reading, intelligence and social skills. By varying the cut-offs applied to social skills in conjunction with visuo-spatial difficulties, spared reading skills and intelligence scores, we calculated prevalence for two NVLD groups. White matter characteristics were measures of volume, fractional anisotropy and mean diffusivity. Based on the criteria used, the estimated prevalence of NVLD varied from 1 to 8%. Furthermore, children with NVLD showed a dissociation between measures of visuo-spatial processing not observed in non-NVLD children. At the neurological level, findings provide preliminary evidence of associations between the cognitive profile of NVLD and abnormalities in white matters tracts. The present study documents that exists, within this large non-selected sample, a proportion of youth who show evidence of NVLD. Given those results, it appears essential to establish the best diagnostic criteria, to improve the treatment options and quality of life for children with this disorder.
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Affiliation(s)
- Ambra Coccaro
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy.
- Padova Neuroscience Center, University of Padova, Padua, Italy.
- Institute of Cognitive Science, University of Colorado, Boulder, USA.
| | - Marie Banich
- Institute of Cognitive Science, University of Colorado, Boulder, USA
- Department of Psychology and Neuroscience, University of Colorado, Boulder, USA
| | - Irene C Mammarella
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
| | - Mario Liotti
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
- Padova Neuroscience Center, University of Padova, Padua, Italy
- Department of Psychology, Simon Fraser University, Burnaby, Canada
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Mammarella IC, Cardillo R, Orefice C. Trajectory assessments of cognitive, visuospatial, and academic profile in nonverbal learning disability (visuospatial developmental disorder). RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104540. [PMID: 37270907 DOI: 10.1016/j.ridd.2023.104540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 04/25/2023] [Accepted: 05/23/2023] [Indexed: 06/06/2023]
Abstract
Substantial progress has been made in defining children with nonverbal learning disability (NLD), but longitudinal studies are still lacking. To start filling this gap, we examined changes in general cognitive functioning, visuo-constructive skills, and academic profiles in a group of children with NLD, also taking into account any internalizing and externalizing symptom as transdiagnostic features. A total of 30 participants (24 boys) diagnosed with NLD were tested twice, with a three-year gap between the two assessments (T1: at age 8-13; T2: at 11-16), on their cognitive profile, visuospatial abilities, and academic performance (i.e., reading, writing and arithmetic abilities). At T2, any internalizing and externalizing symptom was also investigated. Statistically significant differences emerged between the two assessments in terms of the WISC-IV Perceptual Reasoning Index (PRI), handwriting speed and arithmetical fact retrieval. The NLD profile seems to be characterized by a relative stability in its core features during a child's development, as regards both weaknesses (i.e., visuospatial processing) and strengths (i.e., verbal abilities). The presence of internalizing and externalizing symptoms also suggested the importance to analyze transdiagnostic features rather than only sharp boundaries between conditions.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy.
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Italy; UOC di Neuropsichiatria Infantile, Dipartimento di Salute della Donna e del Bambino, Azienda Ospedale-Università di Padova, Italy
| | - Camilla Orefice
- Department of Developmental and Social Psychology, University of Padova, Italy
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Coccaro A, Di Bono MG, Maffei A, Orefice C, Lievore R, Mammarella I, Liotti M. Resting State Dynamic Reconfiguration of Spatial Attention Cortical Networks and Visuospatial Functioning in Non-Verbal Learning Disability (NVLD): A HD-EEG Investigation. Brain Sci 2023; 13:brainsci13050731. [PMID: 37239203 DOI: 10.3390/brainsci13050731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2023] [Revised: 04/13/2023] [Accepted: 04/24/2023] [Indexed: 05/28/2023] Open
Abstract
Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visuospatial processing but spared verbal competencies. Neurocognitive markers may provide confirmatory evidence for characterizing NVLD as a separate neurodevelopmental disorder. Visuospatial performance and high-density electroencephalography (EEG) were measured in 16 NLVD and in 16 typically developing (TD) children. Cortical source modeling was applied to assess resting-state functional connectivity (rs-FC) in spatial attention networks (dorsal (DAN) and ventral attention networks (VAN)) implicated in visuospatial abilities. A machine-learning approach was applied to investigate whether group membership could be predicted from rs-FC maps and if these connectivity patterns were predictive of visuospatial performance. Graph theoretical measures were applied to nodes inside each network. EEG rs-FC maps in the gamma and beta band differentiated children with and without NVLD, with increased but more diffuse and less efficient functional connections bilaterally in the NVLD group. While rs-FC of the left DAN in the gamma range predicted visuospatial scores for TD children, in the NVLD group rs-FC of the right DAN in the delta range predicted impaired visuospatial performance, confirming that NVLD is a disorder with a predominant dysfunction in right hemisphere connectivity patterns.
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Affiliation(s)
- Ambra Coccaro
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Maria Grazia Di Bono
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Antonio Maffei
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Camilla Orefice
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Rachele Lievore
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Irene Mammarella
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Mario Liotti
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
- Department of Psychology, Simon Fraser University, Burnaby, BC V5A1S6, Canada
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Fisher PW, Reyes-Portillo JA, Riddle MA, Litwin HD. Systematic Review: Nonverbal Learning Disability. J Am Acad Child Adolesc Psychiatry 2022; 61:159-186. [PMID: 33892110 DOI: 10.1016/j.jaac.2021.04.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 03/18/2021] [Accepted: 04/02/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To summarize the current state of the research literature on nonverbal learning disability (NVLD), including criteria used to define NVLD in research contexts and the quality of the extant research; and to determine what research can tell us about ways in which NVLD is distinct from DSM neurodevelopmental disorders and typical development. METHOD A systematic search of 7 databases was conducted to identify research on NVLD published through February 2019. Criteria used to define NVLD were extracted from identified studies and sorted by category. Each study was assessed for risk of bias and rated "good," "fair," or "poor;" findings from studies rated good or fair were summarized. RESULTS A total of 61 articles (63 studies) met inclusion criteria. There was great heterogeneity in the criteria used to define NVLD. Deficits in visuospatial ability/intelligence was the most common criterion used, followed by discrepancy between verbal and nonverbal intelligence (VIQ>PIQ split of 10 or greater). All studies were cross-sectional and most included small, poorly described samples. Most studies focused on children and young adolescents. Eight studies were rated as good, 42 as fair, and 13 as poor. Review of results from the 50 good or fair studies suggest that there is sufficient evidence that youths with NVLD (as defined by significant deficits in visuospatial abilities) can be clearly differentiated from their typically developing peers, those with verbal learning disorders, and from other clinical groups (eg, individuals with high functioning autism). CONCLUSION A standard set of criteria for determining an NVLD diagnosis would greatly improve research studies and the possibility of inclusion in the DSM and the International Classification of Diseases.
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Affiliation(s)
- Prudence W Fisher
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York.
| | - Jazmin A Reyes-Portillo
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York; Dr. Reyes-Portillo is also with Montclair State University, New Jersey
| | - Mark A Riddle
- Dr. Riddle is with The Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Hillary D Litwin
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York
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Effect of cognitive - behavioral play therapy on working memory, short-term memory and sustained attention among school-aged children with specific learning disorder: a preliminary randomized controlled clinical trial. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-018-9914-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Cardillo R, Vio C, Mammarella IC. A comparison of local-global visuospatial processing in autism spectrum disorder, nonverbal learning disability, ADHD and typical development. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 103:103682. [PMID: 32442872 DOI: 10.1016/j.ridd.2020.103682] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 04/08/2020] [Accepted: 04/30/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Research on visuospatial functioning has revealed cognitive challenges for children with autism spectrum disorder (ASD), nonverbal learning disability (NLD) and attention deficit hyperactivity disorder (ADHD). These disorders are characterized by some overlapping symptoms, making their diagnosis a challenge. AIMS The study aims to clarify the role of visuospatial abilities in their neuropsychological profiles by investigating different visuospatial domains and their interplay with the local-global processing. METHOD AND PROCEDURES Participants (N = 150) with ASD, NLD, or ADHD were compared with typically-developing (TD) children on visuospatial processing speed, visuo-perceptual abilities, visuo-constructive abilities, and visuospatial working memory. Generalized mixed-effects models were performed and receiver operating characteristic curves were estimated to express the usefulness of a local-global processing index in discriminating groups. OUTCOMES AND RESULTS The NLD group was impaired in all domains; children with ADHD revealed a heterogeneous profile, with greater impairments in visuospatial processing speed; ASD and TD groups were comparable. The local-global processing index had predictive power in discriminating among groups in visuo-constructive task. CONCLUSIONS AND IMPLICATIONS The study of visuospatial abilities of children with ASD, NLD and ADHD might help to understand strengths and weaknesses in their neuropsychological profile and to differentiate between them. Clinical implications of these findings are discussed.
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Affiliation(s)
- Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
| | - Claudio Vio
- Child Neuropsychiatry Unit, San Donà di Piave, Venice, Italy.
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
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Mammarella IC. The Importance of Defining Shared Criteria for the Diagnosis of Nonverbal Learning Disability. JAMA Netw Open 2020; 3:e202559. [PMID: 32275318 DOI: 10.1001/jamanetworkopen.2020.2559] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Irene C Mammarella
- Department of Development and Social Psychology, University of Padova, Padova, Italy
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Margolis AE, Broitman J, Davis JM, Alexander L, Hamilton A, Liao Z, Banker S, Thomas L, Ramphal B, Salum GA, Merikangas K, Goldsmith J, Paus T, Keyes K, Milham MP. Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents. JAMA Netw Open 2020; 3:e202551. [PMID: 32275324 PMCID: PMC7148441 DOI: 10.1001/jamanetworkopen.2020.2551] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
IMPORTANCE Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visual-spatial processing but not in reading or verbal ability; in addition, problems in math calculation, visual executive functioning, fine-motor skills, and social skills are often present. To our knowledge, there are no population-based estimates of the prevalence of NVLD in community samples. OBJECTIVE To estimate the prevalence of the NVLD cognitive profile in 3 independent samples of children and adolescents from studies centered around brain imaging in the US and Canada. DESIGN, SETTING, AND PARTICIPANTS This cross-sectional study used data from 2 samples recruited from the community and overselected for children with psychiatric disorders (Healthy Brain Network [HBN], January 1, 2015, to December 31, 2019, and Nathan Kline Institute-Rockland Sample [NKI], January 1, 2011, to December 31, 2018) and 1 community-ascertained population sample (Saguenay Youth Study [SYS], January 1, 2003, to December 31, 2012) overselected for active maternal smoking during pregnancy. MAIN OUTCOMES AND MEASURES Prevalence of NVLD. Criteria for NVLD were based on clinical records of deficits in visual-spatial reasoning and impairment in 2 of 4 domains of function (fine-motor skills, math calculation, visual executive functioning, and social skills). Sample weighting procedures adjusted for demographic differences in sample frequencies compared with underlying target populations. Inflation factor weights accounted for overrepresentation of psychiatric disorders (HBN and NKI samples). RESULTS Across 3 independent samples, the prevalence of NVLD was estimated among 2596 children and adolescents aged 6 to 19 years (mean [SD] age, 12.5 [3.4] years; 1449 male [55.8%]). After sample and inflation weights were applied, the prevalence of NVLD was 2.78% (95% CI, 2.03%-3.52%) in the HBN sample and 3.9% (95% CI, 1.96%-5.78%) in the NKI sample. In the SYS sample, the prevalence of NVLD was 3.10% (95% CI, 1.93%-4.27%) after applying the sample weight. Across samples and estimation strategies, the population prevalence of NVLD was estimated to range from 3% to 4%. When applied to the US population younger than 18 years, 2.2 million to 2.9 million children and adolescents were estimated to have NVLD. CONCLUSIONS AND RELEVANCE The findings suggest that the prevalence of NVLD in children and adolescents may be 3% to 4%. Given that few youths are diagnosed with NVLD and receive treatment, increased awareness, identification of the underlying neurobiological mechanisms, and development and testing interventions for the disorder are needed.
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Affiliation(s)
- Amy E. Margolis
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York
| | - Jessica Broitman
- International Control Mastery Therapy Center, Berkeley, California
| | - John M. Davis
- Department of Educational Psychology, California State University, Hayward
| | - Lindsay Alexander
- Center for the Developing Brain, Child Mind Institute, New York, New York
| | - Ava Hamilton
- Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York
| | - Zhijie Liao
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada
| | - Sarah Banker
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York
| | - Lauren Thomas
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York
| | - Bruce Ramphal
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York
| | - Giovanni A. Salum
- Department of Psychiatry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
- Section on Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil
| | - Kathleen Merikangas
- Intramural Research Program, National Institute of Mental Health, Bethesda, Maryland
| | - Jeff Goldsmith
- Department of Biostatistics, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York
| | - Tomas Paus
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada
- Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| | - Katherine Keyes
- Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York
| | - Michael P. Milham
- Center for the Developing Brain, Child Mind Institute, New York, New York
- Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York
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14
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Banker SM, Ramphal B, Pagliaccio D, Thomas L, Rosen E, Sigel AN, Zeffiro T, Marsh R, Margolis AE. Spatial Network Connectivity and Spatial Reasoning Ability in Children with Nonverbal Learning Disability. Sci Rep 2020; 10:561. [PMID: 31953441 PMCID: PMC6969178 DOI: 10.1038/s41598-019-56003-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2018] [Accepted: 11/27/2019] [Indexed: 01/25/2023] Open
Abstract
Nonverbal Learning Disability (NVLD) is characterized by deficits in visual-spatial, but not verbal, reasoning. Nevertheless, the functioning of the neural circuits supporting spatial processing have yet to be assessed in children with NVLD. We compared the resting state functional connectivity of a spatial brain network among children with NVLD, children with reading disorder (RD), and typically developing (TD) children. Seventy-five participants (7-15 years old) were included in the study (20 TD, 24 NVLD, and 31 RD). Group differences in global efficiency and functional connectivity among 12 regions comprising a previously defined spatial network were evaluated. Associations with behavior were explored. Global efficiency of the spatial network associated positively with spatial ability and inversely with socioemotional problems. Within the spatial network, associations between left posterior cingulate (PCC) and right retrosplenial cortical activity were reduced in children with NVLD relative to those without spatial deficits (RD and TD). Connectivity between left PCC and right posterior cerebellum (Crus I and II) was reduced in both groups of children with learning disabilities (NVLD and RD) relative to TD children. Functional connectivity of the spatial network was atypically associated with cognitive and socioemotional performance in children with NVLD. Identifying a neurobiological substrate for NVLD provides evidence that it is a discrete clinical entity and suggests targets for treatment.
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Affiliation(s)
- Sarah M Banker
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Bruce Ramphal
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - David Pagliaccio
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Lauren Thomas
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Elizabeth Rosen
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Anika N Sigel
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Thomas Zeffiro
- University of Maryland School of Medicine, Baltimore, MD, 21201, USA.,Neurometrika, Potomac, MD, 20854, USA
| | - Rachel Marsh
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Amy E Margolis
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.
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15
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Mammarella IC, Cornoldi C. Nonverbal learning disability (developmental visuospatial disorder). HANDBOOK OF CLINICAL NEUROLOGY 2020; 174:83-91. [PMID: 32977898 DOI: 10.1016/b978-0-444-64148-9.00007-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Nonverbal learning disability is a neurodevelopmental disorder with a core deficit in visuospatial processing with possibly associated problems in attention, motor, academic, and social skills, but without associated neurologic or genetic syndromes. The present chapter, after a brief historic overview of this disorder, will present fresh evidence that clearly shows neuropsychologic and neuroanatomical distinctions between children with nonverbal learning disability and those with other neurodevelopmental disorders. It ends with an attempt to find shared and valid diagnostic criteria. Acknowledging this disorder as a distinct diagnostic category will open up new research avenues with important scientific and clinical implications.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
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16
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Pauls F, Daseking M, Jacobs C, Werpup L, Petermann F. Intelligenzdiagnostik bei Kindern und Jugendlichen mit ADHS. KINDHEIT UND ENTWICKLUNG 2018. [DOI: 10.1026/0942-5403/a000256] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Zusammenfassung. Mit seiner neuartigen Indexstruktur bietet die Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V; Wechsler, 2014 , 2017 ) eine differenzierte Messung kognitiver Fähigkeiten. Es wurden die Leistungen von Kindern und Jugendlichen mit ADHS (n = 103) in der WISC-V mit einer parallelisierten Kontrollgruppe verglichen. Zusätzlich zur Analyse der Leistungen auf signifikante Gruppenunterschiede wurden für alle fünf Indexwerte, den Gesamt-IQ sowie die entsprechenden Untertests Effektgrößen bestimmt und miteinander verglichen. Für die Kinder mit ADHS zeigten sich auf allen fünf Indizes und dem Gesamt-IQ signifikant niedrigere Leistungen, wobei die größten Effekte in den Bereichen Arbeitsgedächtnis, Fluides Schlussfolgern und Gesamt-IQ gefunden wurden. Spezifische Minderleistungen bei ADHS ließen sich auch auf Untertestebene identifizieren. Die Ergebnisse der vorliegenden Studie bestätigen, dass die WISC-V als valides und sensibles Instrument zur Erfassung kognitiver Defizite bei Kindern mit Aufmerksamkeitsstörungen angesehen werden kann. In der klinischen Praxis kann die WISC-V-Profilanalyse wichtige Informationen zu einer vorab diagnostizierten ADHS liefern.
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Affiliation(s)
- Franz Pauls
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
| | - Monika Daseking
- Helmut-Schmidt-Universität/Universität der Bundeswehr, Hamburg
| | | | - Lina Werpup
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
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17
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Poletti M. A research framework to isolate visuospatial from childhood motor coordination phenotypes. APPLIED NEUROPSYCHOLOGY-CHILD 2018; 8:383-388. [PMID: 29671621 DOI: 10.1080/21622965.2018.1455583] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Clinicians acknowledge the presence of developmental cognitive phenotypes mainly characterized by a specific visuospatial impairment in presence of intact verbal functioning (usually referred as Nonverbal Learning Disability: NLD) since many decades, without providing sufficient empirical evidence supporting their nosological validity and inclusion in current diagnostic manuals. This contribution suggests that the goal of including NLD in future diagnostic manuals could be achieved only be the demonstration of the validity of this hypothesized clinical category. Considering the blind spot of empirical literature represented by the differential diagnosis of NLD, this issue should the primary focus of empirical research supported by a renewed interest on NLD. Both neurophysiological and clinical evidence suggest that the differential diagnosis and the related empirical comparison should be primarily settled with Developmental Coordination Disorder, looking for the possible identification of children presenting a visuospatial impairment in absence of severe motor coordination impairment. In conclusion, further studies are needed to support the validity of NLD as valid diagnostic category to be included in future revisions of diagnostic manuals.
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Affiliation(s)
- Michele Poletti
- Department of Mental Health and Pathological Addiction, Child and Adolescent Neuropsychiatry Service, AUSL of Reggio Emilia , Reggio Emilia , Italy
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18
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Hovik KT, Egeland J, Isquith PK, Gioia G, Skogli EW, Andersen PN, Øie M. Distinct Patterns of Everyday Executive Function Problems Distinguish Children With Tourette Syndrome From Children With ADHD or Autism Spectrum Disorders. J Atten Disord 2017; 21:811-823. [PMID: 25253683 DOI: 10.1177/1087054714550336] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE The aim is to investigate the everyday executive function (EF) in children with Tourette syndrome (TS), Inattentive or Combined presentations of ADHD (ADHD-I/ADHD-C), autism spectrum disorders (ASD), and typically developing children (TDC). METHOD Nineteen TS, 33 ADHD-C, 43 ADHD-I, 34 ASD, and 50 TDC participated (8-17 years). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF). RESULTS TS, ADHD-C, ADHD-I, or ASD were rated with significantly more regulation problems on all scales compared with TDC. Considerable overlap of symptoms between clinical groups made differentiation difficult on individual scales. Scale configurations showed children with TS to have more problems with emotional control (EC) than cognitive flexibility in relation to children with ASD, more problems with EC than inhibitory control in relation to ADHD-C, and more problems with EC than planning/organizing in relation to ADHD-I. CONCLUSION Paired BRIEF scales dissociated EF problems in children with TS from children with ADHD-C, ADHD-I, or ASD. Clinical relevance is discussed.
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Affiliation(s)
- Kjell Tore Hovik
- 1 Innlandet Hospital Trust, Lillehammer, Norway.,2 University of Oslo, Norway
| | - Jens Egeland
- 2 University of Oslo, Norway.,3 Vestfold Hospital Trust, Tønsberg, Norway
| | | | - Gerard Gioia
- 5 Children's National Medical Center, Washington, DC, USA
| | - Erik Winther Skogli
- 1 Innlandet Hospital Trust, Lillehammer, Norway.,2 University of Oslo, Norway
| | | | - Merete Øie
- 1 Innlandet Hospital Trust, Lillehammer, Norway.,2 University of Oslo, Norway
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19
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Cardillo R, Mammarella IC, Garcia RB, Cornoldi C. Local and global processing in block design tasks in children with dyslexia or nonverbal learning disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 64:96-107. [PMID: 28380399 DOI: 10.1016/j.ridd.2017.03.011] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2016] [Revised: 02/15/2017] [Accepted: 03/21/2017] [Indexed: 06/07/2023]
Abstract
Visuo-constructive and perceptual abilities have been poorly investigated in children with learning disabilities. The present study focused on local or global visuospatial processing in children with nonverbal learning disability (NLD) and dyslexia compared with typically-developing (TD) controls. Participants were presented with a modified block design task (BDT), in both a typical visuo-constructive version that involves reconstructing figures from blocks, and a perceptual version in which respondents must rapidly match unfragmented figures with a corresponding fragmented target figure. The figures used in the tasks were devised by manipulating two variables: the perceptual cohesiveness and the task uncertainty, stimulating global or local processes. Our results confirmed that children with NLD had more problems with the visuo-constructive version of the task, whereas those with dyslexia showed only a slight difficulty with the visuo-constructive version, but were in greater difficulty with the perceptual version, especially in terms of response times. These findings are interpreted in relation to the slower visual processing speed of children with dyslexia, and to the visuo-constructive problems and difficulty in using flexibly-experienced global vs local processes of children with NLD. The clinical and educational implications of these findings are discussed.
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Affiliation(s)
- Ramona Cardillo
- Department of Developmental Psychology and Socialization, University of Padova, Italy.
| | - Irene C Mammarella
- Department of Developmental Psychology and Socialization, University of Padova, Italy
| | - Ricardo Basso Garcia
- Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Italy
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20
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Wajnsztejn ABC, Bianco B, Barbosa CP. Prevalence of inter-hemispheric asymetry in children and adolescents with interdisciplinary diagnosis of non-verbal learning disorder. EINSTEIN-SAO PAULO 2016; 14:494-500. [PMID: 28076596 PMCID: PMC5221375 DOI: 10.1590/s1679-45082016ao3722] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2016] [Accepted: 08/19/2016] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To describe clinical and epidemiological features of children and adolescents with interdisciplinary diagnosis of non-verbal learning disorder and to investigate the prevalence of inter-hemispheric asymmetry in this population group. METHODS Cross-sectional study including children and adolescents referred for interdisciplinary assessment with learning difficulty complaints, who were given an interdisciplinary diagnosis of non-verbal learning disorder. The following variables were included in the analysis: sex-related prevalence, educational system, initial presumptive diagnoses and respective prevalence, overall non-verbal learning disorder prevalence, prevalence according to school year, age range at the time of assessment, major family complaints, presence of inter-hemispheric asymmetry, arithmetic deficits, visuoconstruction impairments and major signs and symptoms of non-verbal learning disorder. RESULTS Out of 810 medical records analyzed, 14 were from individuals who met the diagnostic criteria for non-verbal learning disorder, including the presence of inter-hemispheric asymmetry. Of these 14 patients, 8 were male. CONCLUSION The high prevalence of inter-hemispheric asymmetry suggests this parameter can be used to predict or support the diagnosis of non-verbal learning disorder. OBJETIVO Descrever as características clínicas e epidemiológicas de crianças e adolescentes com transtorno de aprendizagem não verbal, e investigar a prevalência de assimetria inter-hemisférica neste grupo populacional. MÉTODOS Estudo transversal que incluiu crianças e adolescentes encaminhados para uma avaliação interdisciplinar, com queixas de dificuldades de aprendizagem e que receberam diagnóstico interdisciplinar de transtorno de aprendizagem não verbal. As variáveis avaliadas foram prevalência por sexo, sistema de ensino, hipóteses diagnósticas iniciais e respectivas prevalências, prevalência de condições em relação à amostra total, prevalência geral do transtorno de aprendizagem não verbal, prevalência de acordo com ano escolar, faixa etária no momento da avaliação, principais queixas familiares, presença assimetria inter-hemisférica, dificuldade em aritmética, alterações em visuoconstrução, e principais sinais e sintomas do transtorno de aprendizagem não verbal. RESULTADOS Dos 810 prontuários médicos analisados, 14 eram de indivíduos que preencheram os critérios diagnósticos para transtorno de aprendizagem não verbal, incluindo a assimetria inter-hemisférica. Destes 14 pacientes, 8 eram do sexo masculino. CONCLUSÃO A alta prevalência de assimetria inter-hemisférica sugere que este parâmetro possa ser usado como preditor ou reforçador para diagnóstico de transtorno de aprendizagem não verbal.
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Affiliation(s)
| | - Bianca Bianco
- Faculdade de Medicina do ABC, Santo André, SP, Brazil
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21
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Hale JB, Chen SA, Tan SC, Poon K, Fitzer KR, Boyd LA. Reconciling individual differences with collective needs: The juxtaposition of sociopolitical and neuroscience perspectives on remediation and compensation of student skill deficits. Trends Neurosci Educ 2016. [DOI: 10.1016/j.tine.2016.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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22
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Garcia RB, Mammarella IC, Pancera A, Galera C, Cornoldi C. Deficits in visual short-term memory binding in children at risk of non-verbal learning disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 45-46:365-372. [PMID: 26301905 DOI: 10.1016/j.ridd.2015.07.035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2015] [Revised: 07/21/2015] [Accepted: 07/23/2015] [Indexed: 06/04/2023]
Abstract
It has been hypothesized that learning disabled children meet short-term memory (STM) problems especially when they must bind different types of information, however the hypothesis has not been systematically tested. This study assessed visual STM for shapes and colors and the binding of shapes and colors, comparing a group of children (aged between 8 and 10 years) at risk of non-verbal learning disabilities (NLD) with a control group of children matched for general verbal abilities, age, gender, and socioeconomic level. Results revealed that groups did not differ in retention of either shapes or colors, but children at risk of NLD were poorer than controls in memory for shape-color bindings.
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Affiliation(s)
- Ricardo Basso Garcia
- CAPES Foundation, Ministry of Education of Brazil, Brasília, Brazil; Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil; Department of General Psychology, University of Padua, Italy.
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padua, Via Venezia 8, 35131 Padova, Italy.
| | - Arianna Pancera
- Department of General Psychology, University of Padua, Italy
| | - Cesar Galera
- Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil
| | - Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy
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Backenson EM, Holland SC, Kubas HA, Fitzer KR, Wilcox G, Carmichael JA, Fraccaro RL, Smith AD, Macoun SJ, Harrison GL, Hale JB. Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes. JOURNAL OF LEARNING DISABILITIES 2015; 48:511-522. [PMID: 24300589 DOI: 10.1177/0022219413511861] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed "nonverbal" SLD. Limitations, implications, and future research needs are addressed.
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Affiliation(s)
| | - Sara C Holland
- University of Calgary, AB, Canada Fielding Graduate University, Santa Barbara, CA, USA
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24
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Semrud-Clikeman M, Fine JG, Bledsoe J. Social functioning using direct and indirect measures with children with High Functioning Autism, nonverbal learning disability, and typically developing children. Child Neuropsychol 2015; 22:318-35. [DOI: 10.1080/09297049.2014.994487] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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25
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Nowell KP, Schanding GT, Kanne SM, Goin-Kochel RP. Cognitive Profiles in Youth with Autism Spectrum Disorder: An Investigation of Base Rate Discrepancies using the Differential Ability Scales—Second Edition. J Autism Dev Disord 2015; 45:1978-88. [DOI: 10.1007/s10803-014-2356-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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26
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Reinvall O, Voutilainen A, Kujala T, Korkman M. Neurocognitive functioning in adolescents with autism spectrum disorder. J Autism Dev Disord 2014; 43:1367-79. [PMID: 23104618 DOI: 10.1007/s10803-012-1692-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
There is a paucity of research studying comprehensive neurocognitive profiles of adolescents with higher functioning autism spectrum disorders (ASD). This study compared the neurocognitive profiles of higher functioning adolescents with ASD (n = 30, mean age 13.5) with that of typically developing adolescents (n = 30; mean age 13.7). Adolescents with ASD demonstrated a significantly higher mean Verbal Intelligence Quotient compared to the standardized mean. However, the ASD group had significantly lower scores than the control group on the subtests Auditory Attention and Response Set, Memory for Faces, Visuomotor Precision, and Design Copying. Thus, particular strengths were seen in verbal reasoning, while weaknesses were observed in auditory attention, facial recognition memory, and visuomotor functions in adolescents with ASD.
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Affiliation(s)
- Outi Reinvall
- Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, 00014, Helsinki, Finland.
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27
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Barron-Linnankoski S, Reinvall O, Lahervuori A, Voutilainen A, Lahti-Nuuttila P, Korkman M. Neurocognitive performance of children with higher functioning autism spectrum disorders on the NEPSY-II. Child Neuropsychol 2014; 21:55-77. [PMID: 24397431 DOI: 10.1080/09297049.2013.873781] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
This study examined patterns of strengths and weaknesses in the neurocognitive performance of children with higher functioning autism spectrum disorder (ASD). The participants were 30 children with higher functioning ASD ranging from 6 to 11 years, and 60 typically developing (TD) children, who were matched with the children with higher functioning ASD in terms of age, gender, and maternal education. The TD children were drawn from the Finnish standardization sample for the NEPSY-II. The cognitive abilities of the children with higher functioning ASD were assessed with the WISC-III, and the neurocognitive performance of the children with higher functioning ASD and TD children on the NEPSY-II was compared. The children with higher functioning ASD were found to have strengths in verbal reasoning skills with respect to the population mean and weaknesses in set-shifting, verbal fluency, and narrative memory in comparison with the TD children. Minor weaknesses were also observed in facial memory and fine and visuomotor skills.
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28
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Semrud-Clikeman M, Fine JG, Bledsoe J. Comparison Among Children with Children with Autism Spectrum Disorder, Nonverbal Learning Disorder and Typically Developing Children on Measures of Executive Functioning. J Autism Dev Disord 2013; 44:331-42. [DOI: 10.1007/s10803-013-1871-2] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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29
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Semrud-Clikeman M, Fine JG, Bledsoe J, Zhu DC. Magnetic resonance imaging volumetric findings in children with Asperger syndrome, nonverbal learning disability, or healthy controls. J Clin Exp Neuropsychol 2013; 35:540-50. [DOI: 10.1080/13803395.2013.795528] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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30
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Mammarella IC, Cornoldi C. An analysis of the criteria used to diagnose children with Nonverbal Learning Disability (NLD). Child Neuropsychol 2013; 20:255-80. [DOI: 10.1080/09297049.2013.796920] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Lerner MD, White SW, McPartland JC. Mechanisms of change in psychosocial interventions for autism spectrum disorders. DIALOGUES IN CLINICAL NEUROSCIENCE 2013. [PMID: 23226955 PMCID: PMC3513684 DOI: 10.31887/dcns.2012.14.3/mlerner] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research into psychosocial interventions (particularly cognitive-behavior therapies and social skills training) for social-communication deficits among individuals with autism spectrum disorder (ASD) has proliferated over the past decade. While this research has provided some empirical support for the efficacy of these interventions, little work has begun to elucidate therapeutic mechanisms-the when, why, how, for whom, and under what conditions an intervention may produce change, identification of mechanisms underlying these effects should help advance ASD intervention research. This article describes methods for assessing such mechanisms (ie, mediators and moderators) and presents promising candidates for common mechanisms impacting treatment response: behavior modification, therapeutic relationship, social knowledge, social motivation, social information processing, executive functioning, and internalizing comorbidities. Finally, future directions are discussed as a program of psychosocial intervention research designed to identify predictors of individual differences in treatment response (including biomarkers), isolate active therapeutic ingredients, and promote dissemination of optimized interventions.
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Affiliation(s)
- Matthew D Lerner
- Department of Psychology, University of Virginia, Charlottesville, VA 22904-4400, USA.
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Narimoto T, Matsuura N, Takezawa T, Mitsuhashi Y, Hiratani M. Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration. The Journal of Genetic Psychology 2013; 174:73-87. [PMID: 23534098 DOI: 10.1080/00221325.2011.641040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.
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Affiliation(s)
- Tadamasa Narimoto
- Tokyo University of Social Welfare, Department of Social Welfare, 2-13-32 Marunouchi, Naka-ku, Nagoya, Aichi 460-0002, Japan.
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Wilkinson-Smith A, Semrud-Clikeman M. Are Fine-Motor Impairments a Defining Feature of Nonverbal Learning Disabilities in Children? APPLIED NEUROPSYCHOLOGY-CHILD 2012; 3:52-9. [DOI: 10.1080/21622965.2012.712823] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Tamm L, Juranek J. Fluid reasoning deficits in children with ADHD: evidence from fMRI. Brain Res 2012; 1465:48-56. [PMID: 22613230 PMCID: PMC3383331 DOI: 10.1016/j.brainres.2012.05.021] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2011] [Revised: 05/01/2012] [Accepted: 05/11/2012] [Indexed: 11/26/2022]
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with deficits in fluid reasoning, which may be related to self-regulation of cognition and behavior, and requires intact attention, working memory, and inhibition skills. No functional magnetic resonance imaging (fMRI) studies have directly examined fluid reasoning in ADHD which is surprising given that studies demonstrate a consistent network of brain regions involved in fluid reasoning that are also implicated in the pathogenesis of ADHD. Twenty-two right-handed, non-medicated children (12 ADHD, 10 controls) ages 8-12 years completed a fluid reasoning task during which fMRI data were collected. The primary comparison of interest was activation during the fluid reasoning compared to the control condition. Behavioral data showed that children with ADHD tended to be less accurate with faster reaction times in the fluid reasoning condition compared to controls, and were significantly less accurate in the control condition. Controls activated more than participants with ADHD in the right intraparietal sulcus and the left lateral cerebellum in the fluid reasoning condition. Results showed hypoactivation in ADHD in regions critical for fluid reasoning. These results add to the literature suggesting a role for parietal and cerebellar regions in cognition and ADHD.
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Affiliation(s)
- Leanne Tamm
- Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, 3333 Burnet Avenue, MLC 10006, Cincinnati, OH, 45229, United States. 513-803-3176
| | - Jenifer Juranek
- University of Texas Health Science Center at Houston, Department of Pediatrics, 700 Fannin, Ste. 2411, Houston, TX, 77030, United States. 713-500-3813 voice
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Casey JE. A Model to Guide the Conceptualization, Assessment, and Diagnosis of Nonverbal Learning Disorder. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2012. [DOI: 10.1177/0829573512436966] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Although many learning disability types are formally recognized in major classification systems such as DSM-IV-TR and ICD-10, Nonverbal Learning Disorder (NLD) is not despite over 40 years of literature addressing its theoretical and neuropsychological foundation, its major features, and the methods by which to assess and diagnose it. Currently, there is no general agreement regarding the defining features of NLD and their relationship to daily functioning. Presented here is a description of NLD in the context of a model aimed at providing a standard language and framework for describing health and health-related states: the International Classification of Functioning, Disability and Health (ICF). It is proposed that the ICF model can guide clinical thinking, professional practice—including assessment, diagnosis, and treatment—and research with respect to NLD, eventually leading to the inclusion of NLD in formal classification systems.
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Pasini A, D'Agati E, Pitzianti M, Casarelli L, Curatolo P. Motor examination in children with Attention-deficit/hyperactivity Disorder and Asperger Syndrome. Acta Paediatr 2012; 101:e15-8. [PMID: 21824190 DOI: 10.1111/j.1651-2227.2011.02436.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AIM Evaluating whether motor skills could differentiate drug-naive subjects with two neurodevelopmental disorders: Attention-Deficit Hyperactivity Disorder (ADHD) and Asperger Syndrome (AS). METHODS Thirty-six boys (12 with ADHD, 12 with AS and 12 with typical development) aged 8-12 were evaluated using the Physical and Neurological Examination for Subtle Signs. Three primary outcome variables were obtained as follows: (i) total speed of timed activities, (ii) total overflow and (iii) total dysrhythmia. RESULTS Children with AS performed more slowly than those with ADHD and healthy children independently of age and IQ. Total dysrhythmia differentiates ADHD and AS children from controls. CONCLUSION Dysfunction of the fronto-striatal-cerebellar networks related to motor control could be the physiopathological basis of the reported findings.
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Affiliation(s)
- Augusto Pasini
- Department of Neuroscience, Child Neurology and Psychiatry Unit, 'Tor Vergata' University of Rome, Italy.
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Abstract
The relationship of attention-deficit/hyperactivity disorder (ADHD) to learning disorders was reviewed and included reading disability, mathematics learning disability, and nonverbal learning disability. Genetic, neuroimaging, and neuropsychological functioning were examined for each disorder, along with a discussion of any existing literature when ADHD co-occurred with the disorder. All the disorders were found to frequently co-occur with ADHD. A review of the underlying neuroanatomic and neurofunctional data found specific structures that frequently co-occur in these disorders with others that are specific to the individual diagnosis. Aberrations in structure and/or function were found for the caudate, corpus callosum, and cerebellum, making these structures sensitive for the disorder but not specific. Suggestions for future research, particularly in relation to intervention, are provided.
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Abstract
This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of NLD as part of a variety of other disorders. It is argued that NLD presents a broad hypothesis, but that there is little evidence to support its use in clinical practice.
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Affiliation(s)
- Otfried Spreen
- Department of Psychology, University of Victoria, Victoria , B.C., Canada.
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