Systematic Review: Nonverbal Learning Disability

Fisher, Prudence; Reyes‐Portillo, Jazmin A.; Riddle, Mark A.; Litwin, Hillary D.

doi:10.1016/j.jaac.2021.04.003

Cited by 11 publications

(14 citation statements)

References 71 publications

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“…Fifty percent of probands ( n = 4 of 8) had a significant discrepancy between their VIQ and NVIQ (≥15‐point difference); with stronger VIQ than NVIQ scores in 3 of 4 (37.5%) of these probands. Significantly stronger verbal comprehension (VIQ) than perceptual reasoning (NVIQ) abilities is a hallmark feature of non‐verbal LD (NVLD), which is characterized by relative verbal strengths and perceptual deficits, fine motor control deficits, executive functioning and attention deficits, and social and academic difficulties (Fisher et al, 2022). Interestingly, none of these probands had a previous diagnosis of a LD and all were in regular classroom placements, some with educational supports.…”

Section: Discussionmentioning

confidence: 99%

Neurodevelopmental functioning in probands and non‐proband carriers of 22q11.2 microduplication

Drmic

Modi

McConnell

et al. 2022

American J of Med Genetics Pt A

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Microduplication of the LCR22-A to LCR22-D region on chromosome 22q11.2 is a recurrent copy number variant found in clinical populations undergoing chromosomal microarray, and at lower frequency in controls. Often inherited, there is limited data on intellectual (IQ) and psychological functioning, particularly in those individuals ascertained through a family member rather than because of neurodevelopmental disorders. To investigate the range of cognitive-behavioral phenotypes associated with 22q11.2 duplication, we studied both probands and their non-proband carrier relatives. Twenty-two individuals with 22q11.2 duplication (10 probands, 12 nonproband carriers) were prospectively assessed with a battery of neuropsychological tests, physical examination, and medical record review. Assessment measures with standardized norms included IQ, academic, adaptive, psychiatric, behavioral, and social functioning. IQ and academic skills were within the average range, with a trend toward lower scores in probands versus non-probands. Adaptive skills were within age expectations. Prevalence of attention deficits (probands only) and anxiety (both groups) was high compared with norms. The prevalence of autism spectrum disorder was relatively low (5% of total sample). Assessment of both probands and nonprobands with 22q11.2 duplication suggests that the phenotypic spectrum with respect to neurodevelopment overlaps significantly with the general population. IQ and academic abilities are in the average range for most of the individuals with 22q11.2 duplication in our study, regardless of ascertainment as a proband or nonproband relative. Symptoms of attention deficit and anxiety were identified, which require further study. Results of this study further clarify the phenotype of individuals with 22q11.2 duplication, and provides important information for genetic counseling regarding this recurrent copy number variant.

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Section: Discussionmentioning

confidence: 99%

Neurodevelopmental functioning in probands and non‐proband carriers of 22q11.2 microduplication

Drmic

Modi

McConnell

et al. 2022

American J of Med Genetics Pt A

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“…This can be especially difficult for those who are neurodivergent. A new category of nonverbal learning disability (NVLD) (Spreen, 2011;Fisher et al, 2022), a neurodevelopmental disorder with significant effects on visualspatial processing in the presence of intact verbal ability, recently emerged and is problematic in assembling scientific data. As no data are available, it is only logical to assume that researchers with NVLD and ADHD are prone to issues with figure preparation and visual data analysis.…”

Section: Graduate and Post-graduate Performance Can Be Impacted By Ne...mentioning

confidence: 99%

Underexplored outcomes of learning disabilities and neurodivergence in STEM graduate and post-graduate research

Kolodkin‐Gal

2023

Front. Educ.

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“…The term Non-Verbal Learning disability (NVLD) was first introduced by Johnson and Myklebust in 1967 1 : they described children characterized by difficulties in processing information in the non-verbal domain accompanied by spared verbal abilities. In more recent years, several researchers have studied, in more depth, children with visuospatial processing deficits and examined the possible associations with problems concerning attention, motor, academic and social skills, in the absence of frank neurological symptoms or genetic disorders 2 , 4 . There is evidence showing that the difficulties in visuospatial processing interfere with a child’s quality of social, school or life functioning 5 .…”

Section: Introductionmentioning

confidence: 99%

Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample

Coccaro,

Banich,

Mammarella

et al. 2024

Sci Rep

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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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Systematic Review: Nonverbal Learning Disability

Cited by 11 publications

References 71 publications

Neurodevelopmental functioning in probands and non‐proband carriers of 22q11.2 microduplication

Neurodevelopmental functioning in probands and non‐proband carriers of 22q11.2 microduplication

Underexplored outcomes of learning disabilities and neurodivergence in STEM graduate and post-graduate research

Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample

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