Neuropsychological Differences Among Children With Asperger Syndrome, Nonverbal Learning Disabilities, Attention Deficit Disorder, and Controls

Abstract

Confusion is present as to possible diagnostic differences between Asperger syndrome (AS) and Nonverbal learning disabilities (NLD) and the relation of these disorders to attentional difficulties. Three-hundred and forty-five children participated in this study in 5 groups; NLD, AS, attention deficit hyperactivity disorder (ADHD): Combined type, ADHD: Inattentive type, and controls. The NLD group showed particular difficulty on visual-spatial, visual-motor, and fluid reasoning measures compared to the other groups. There was also a significant verbal-performance IQ split in this group related to difficulty in social functioning. This study extends the findings from previous studies and extends these findings to differences between AS and NLD groups.

Applicability of the Nonverbal Learning Disability Paradigm for Children With 22q11.2 Deletion Syndrome

“…We defined good verbal capacity as a VIQ of at least 85, that is, within one standard deviation of the mean. This threshold has been used in several recent studies (Galway & Metsala, 2011; Gross-Tsur, Shalev, Manor, & Amir, 1995; Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010; Semrud-Clikeman, Walkowiak, Wilkinson, & Minne, 2010; Zera, 2001), although some earlier studies used a threshold of 79 (Casey, Rourke, & Picard, 1991; Harnadek & Rourke, 1994) and others have required near-normal FSIQ (Forrest, 2004; Petti et al, 2003; Schiff et al, 2009). …”

“…The LCA took into consideration not only the variables used in investigating the first research question but also several additional NLD criteria described in other sources: VIQ/PIQ discrepancy (Galway & Metsala, 2011; Gross-Tsur et al, 1995; Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010; Semrud-Clikeman, Walkowiak, Wilkinson, & Minne, 2010; Zera, 2001), visual attention deficits (Harnadek & Rourke, 1994), good verbal memory (Harnadek & Rourke, 1994; Liddell & Rasmussen, 2005), and good basic reading, that is, decoding (Casey et al, 1991; Galway & Metsala, 2011; Grodzinsky et al, 2010; Harnadek & Rourke, 1994; Hendriksen et al, 2007; Rourke et al, 1971). Given the variety of approaches to NLD diagnosis, we hoped that broadening our scope of inquiry for the second research question might reveal patterns not evident in our first analysis.…”

“…The verbal/performance IQ (VIQ/PIQ) discrepancy initially used to screen for NLD (Rourke et al, 1971; Rourke & Telegdy, 1971) was suggested to be a less clear indicator in younger children (Rourke et al, 1973) and may occur in fewer than one third of older children identified as having NLD (Drummond, Ahmad, & Rourke, 2005; Pelletier, Ahmad, & Rourke, 2001). Nonetheless, diagnostic criteria defined by Rourke and colleagues, often including a VIQ/PIQ discrepancy, are still widely used in studies of the NLD population (Bloom & Heath, 2010; Forrest, 2004; Galway & Metsala, 2011; Keller, Tillery, & McFadden, 2006; Petti et al, 2003; Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010). …”

“…Subtypes within the NLD construct have been proposed to improve description of individuals (Grodzinsky et al, 2010). However, recent, controlled studies, including some with large sample sizes, have supported the idea of a distinct subgroup with difficulties with near-normal verbal skills but deficits in visual-spatial skills (Mammarella & Pazzaglia, 2010; Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010) and social perception (Galway & Metsala, 2011; Semrud-Clikeman, Walkowiak, Wilkinson, & Minne, 2010). …”

Asperger Bozukluğu ve Sözel Olmayan Öğrenme Güçlüğü: Bilişsel Profil ve Bellek İşlevlerinin Benzeşmesi

“…Yazarlar bulgular› AB ve SOÖG'nin iliflkili sosyal bozukluklar oldu¤u fleklinde yorumlam›fllard›r (42). Ayn› araflt›r-mac›lar›n di¤er bir çal›flmas›nda AB ve SOÖG olgular›n›n sosyal beceriler, davran›fl de¤erlendirmeleri, el becerisi (manual dexterity), matematik yetene¤i, analiz/sentez, kavram oluflturma ve motor becerilerde benzer derecelerde zorluk yaflarken, SOÖB grubunun görsel-mekansal ve görsel-motor alanda daha düflük performans gösterdi¤ini bildirmifllerdir (43).…”