Syndrome of nonverbal learning disabilities: Age differences in neuropsychological, academic, and socioemotional functioning

1991 ◽  
Vol 3 (3) ◽  
pp. 329-345 ◽  
Author(s):  
Joseph E. Casey ◽  
Byron P. Rourke ◽  
Erin M. Picard
Keyword(s):  
Learning Disabilities ◽  
Middle Childhood ◽  
Intervention Program ◽  
Strong Support ◽  
Nonverbal Learning Disabilities ◽  
Cross Sectional ◽  
Age Related ◽  
Nonverbal Learning ◽  
Remedial Intervention ◽  
Do So

AbstractPrevious research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.

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