Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents

Margolis, Amy; Broitman, Jessica; Davis, John M.; Alexander, Lindsay; Hamilton, Ava; Liao, Zhijie; Banker, Sarah; Thomas, Lauren; Ramphal, Bruce; Salum, Giovanni Abrahão; Merikangas, Kathleen R.; Goldsmith, Jeff; Paus, Tomáš; Keyes, Katherine M.; Milham, Michael P.

doi:10.1001/jamanetworkopen.2020.2551

Cited by 16 publications

(14 citation statements)

References 34 publications

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“…Interviews alone are not as effective in identifying such deficits (54), especially in underprivileged settings (30,31). HV test results complement the information provided by the DCDQ-FE, which is limited to motor deficits ( 16), permitting detection of handwriting, drawing, and visuospatial impairments seen in children with developmental coordination disorder (55) or as isolated conditions (56). The BMT-i affords a comprehensive vision of the various components of writing (speed, handwriting, and spelling), to help define a remedial program when dysgraphia is present (57).…”

Section: Discussionmentioning

confidence: 96%

External Validation of BMT-i Computerized Test Battery for Diagnosis of Learning Disabilities

Billard¹,

Jung

Münnich

et al. 2021

Front. Pediatr.

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Background: Learning disabilities (LDs) are a major public health issue, affecting cognitive functions and academic performance for 8% of children. If LDs are not detected early and addressed through appropriate interventions, they have a heavy impact on these children in the social, educational, and professional spheres, at great cost to society. The BMT-i (Batterie Modulable de Tests informatisée, or “computerized Adaptable Test Battery”) enables fast, easy, reliable assessments for each cognitive domain. It has previously been validated in children ages 4–13 who had no prior complaints. The present study demonstrates the sensitivity of the BMT-i, relative to reference test batteries, for 191 children with cognitive difficulties.Materials and Methods: These 191 subjects were included in the study by the 14 pediatricians treating them for complaints in five cognitive domains: written language [60 (cases)]; mathematical cognition (40); oral language (60); handwriting, drawing, and visuospatial construction (45); and attention and executive functioning (45). In accordance with a predefined protocol, the children were administered BMT-i tests first, by their pediatricians, and reference tests later, by specialists to whom the BMT-i test results were not disclosed. Comparison of BMT-i and reference test results made it possible to evaluate sensitivity and agreement between tests.Results: For each of the five domains, the BMT-i was very sensitive (0.91–1), and normal BMT-i results were highly predictive of normal results for specialized reference tests [negative likelihood ratio (LR–): 0–0.16]. There was close agreement between BMT-i and reference tests in all domains except attention and executive functioning, for which only moderate agreement was observed.Conclusion: The BMT-i offers rapid, reliable, simple computerized assessments whose sensitivity and agreement with reference test batteries make it a suitable first-line instrument for LD screening in children 4–13 years old.

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Section: Discussionmentioning

confidence: 96%

External Validation of BMT-i Computerized Test Battery for Diagnosis of Learning Disabilities

Billard¹,

Jung

Münnich

et al. 2021

Front. Pediatr.

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“…Considering the concurrent involvement of motor and visuo-spatial skills in many formal and informal educational attainments, children with visuo-spatial learning disability also appear less proficient (e.g., clumsy) in activities demanding gross and fine motor control, such as team sports (for a detailed review of this condition, see Cornoldi et al., 2016). According to Margolis et al. (2020), one of the criteria used to diagnose the Non-Verbal Syndrome is the detection of specific deficits in at least two different domains, including fine motor skills, social functioning, visual executive functions and math achievement.…”

Section: Motor Proficiency and Academic Achievement In Pupils With Anmentioning

confidence: 99%

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

Fastame

2020

School Psychology International

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This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a neurodevelopmental condition associated with the atypical development of motor functions (known as Developmental Coordination Disorder) will be illustrated. Thus, the contribution of motor functions to academic learning and the impact of motor difficulties for pupils attending primary school will be discussed. In addition, the importance of developing observational tools to be used in educational settings and the need for effective interventions designed to empower motor functioning and academic achievement of atypically developing pupils with motor deficits will be highlighted. Finally, future directions within the educational agencies for the early detection of the atypically developing motor trajectories and their treatment will be traced.

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“…A consequence of brain inefficiency is that individuals with SLD do acquire and process information; however, compared with TD children, they differ in its implementation and manifest some relevant issues. This problem is not accounted as a learning disorder; however, different patterns of executive dysfunction are observed in almost all subjects with SLD (Margolis et al, 2020). In students with SLD, evidence of deficiencies in executive functions and active memory in transferring and adaptation of working memory can be observed; such deficiency is manifested in math problems, time expression and approximate calculation, dyslexia, verbal short-term memory, and process-ing speed (Hammill & Allen, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Tahmasbnezhad

Pasha

Firoozjah

et al. 2021

PCP

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Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280). Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.

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Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents

Cited by 16 publications

References 34 publications

External Validation of BMT-i Computerized Test Battery for Diagnosis of Learning Disabilities

External Validation of BMT-i Computerized Test Battery for Diagnosis of Learning Disabilities

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

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