Nonverbal Learning Disabilities Research Articles

A novel de novo partial xq duplication in a girl with short stature, nonverbal learning disability and diminished ovarian reserve - effect of growth hormone treatment and fertility preservation strategies: a case report and up-to-date review

BackgroundXq duplication is a rare condition with a very variable phenotype, which could mimic other genetic syndromes involving the long arm of chromosome X. Sometimes short stature and diminished ovarian reserve (DOR) may be present. Treatments with rGH (Recombinant growth Hormon) or with fertility preservation strategies have not been previously described.Case presentationWe present the case of a female with a novel de novo Xq partial duplication (karyotype: 46,Xder(X)(qter→q21.31::pter→qter) confirmed by array-CGH analysis. She presented with short stature, Nonverbal Learning Disability, developmental delay during childhood, severe scoliosis, spontaneous onset of menarche and irregular menstrual cycles. AMH (Anti-Müllerian Hormone) allowed detection of a preserved but severely diminished ovarian reserve with a POI (Premature Ovarian insufficiency) onset risk. She was effectively subjected to fertility preservation strategies and rGH therapy. We also reviewed other published cases with Xq duplication, reporting the main clinics characteristics and any adopted treatment.ConclusionsrGH treatment and cryopreservation in a multidisciplinary approach are good therapeutic strategies for Xq duplication syndrome with short stature and premature ovarian failure.

Chapter 7 - Nonverbal learning disability (developmental visuospatial disorder)

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.

Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor

The purpose of this research is to identify difficulties in understanding humor caused by deficits in language in relation to Learning Difficulties (LD) such as Non-Verbal Learning Disabilities (NVLD) with respect to the fields of semantics and pragmatics. The first phase of the paper assesses social development and perception of humor with regards to social, cognitive, and linguistic skills. The second phase pinpoints patterns of humor as well as the perception of humor by individuals with NVLD. The final phase involves surveying the fields of semantics and pragmatics of humor by identifying patterns and deficits, which are later used to identify solutions and suggestions. Seemingly, the ability to comprehend, assess, or develop humor is tied to social and cognitive skills, and any deficits in learning may hinder the understanding of humor. The studies examined in this paper illustrate that learners with NVLD find it difficult to comprehend or assess jokes that are phonological in nature. However, these learners can understand lexical and congruity jokes. Provided the context and linguistics patterns, learners with NVLD can perceive jokes and derive meaning through context. Hence, in order to reduce the effects of NVLD, learners should be provided with language awareness in order to overcome their learning difficulties. Moreover, adjustment tools can be taken into consideration, such as providing individuals with safe learning environments and developing curriculums that fit their needs. Since individuals with NVLD do not comprehend humor on the phonological level, they can gradually learn how to overcome this difficulty by probing the field of phonology. Also, learners with NVLD can also master lexicology and cognitive congruity in order to understand better the mechanics of humor and language.

Individual differences in basic numerical skills: The role of executive functions and motor skills

The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kindergarteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder.

Cognitive profile and disorders affecting higher brain functions in paediatric patients with neurofibromatosis type 1

IntroductionNeurofibromatosis type 1 (NF1) is a common neurocutaneous syndrome often associated with specific cognitive deficits that are rarely monitored during follow-up of these patients. ObjectiveThe purpose of our study is two-fold. First, we aimed to describe the cognitive profile of patients with NF1 and detect disorders in higher brain functions associated with the disease.Second, we identified the reasons for consultation associated with school performance in these patients. MethodsWe conducted a descriptive cross-sectional study of 24 paediatric patients (ages 5–16) with NF1 who underwent neuropsychological assessment. ResultsThe most frequent reasons for consultation were attention deficits (58.33%), learning disorders (25%), poor motor coordination (25%), and language impairment (0.8%). Although 96% of the patients displayed impairments in at least one of the assessed areas, only 83.34% of the parents had reported such impairments. Attention-deficit/hyperactivity disorder was present in 58.33% of the patients, whereas 33.33% had nonverbal learning disabilities, 20.83% had expressive language disorder, 8.33% had borderline intellectual functioning, 4.16% had mental retardation, and only 4.16% showed no cognitive impairment. ConclusionHigher brain functions are frequently impaired in paediatric patients with NF1. Although many parents report such disorders, they can go undetected in some cases. Neuropsychological assessment is recommended for all paediatric patients with NF1 to detect cognitive impairment and provide early, effective rehabilitation treatment.

Salience network connectivity and social processing in children with nonverbal learning disability or autism spectrum disorder.

Nonverbal learning disability (NVLD) is a putative neurodevelopmental disorder characterized by spatial processing deficits as well as social deficits similar to those characteristic of autism spectrum disorder (ASD). Nonetheless, NVLD may be a distinct disorder that is differentially associated with the functioning and connectivity of the salience (SN) and default mode (DMN) networks that support social processing. Thus, we sought to assess and compare connectivity across these networks in children with NVLD, ASD, and typically developing children. Resting-state fMRI data were examined in 17 children with NVLD, 17 children with ASD selected from the Autism Brain Imaging Data Exchange (ABIDE), and 40 TD children (20 from ABIDE). Average DMN and SN functional connectivity and pairwise region-to-region connectivity were compared across groups. Associations with social impairment and IQ were assessed. Children with NVLD showed reduced connectivity between SN regions (anterior insula to anterior cingulate and to rostral prefrontal cortex [rPFC]), whereas children with ASD showed greater connectivity between SN regions (supramarginal gyrus to rPFC) relative to the other groups. Both clinical groups showed higher levels of parent-reported social problems, which related to altered SN connectivity in the NVLD group. No differences were detected in overall average connectivity within or between networks. The social deficits common across children with NVLD and ASD may derive from distinct alterations in connectivity within the SN. Such findings represent the first step toward identifying a neurobiological signature of NVLD. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Differences in visuospatial processing in individuals with nonverbal learning disability or autism spectrum disorder without intellectual disability.

Although previous reports produced converging empirical evidence of a core deficit on visuospatial processing in children with a nonverbal learning disability (NLD), few studies compared the visuospatial profile of individuals with an autism spectrum disorder (ASD) or NLD in visuoconstructive and visuospatial working memory tasks. Nor did any of these studies investigate the role of the local bias, typically observed in ASD, when comparing these clinical groups. The present study aimed to analyze whether NLD and ASD share any characteristics. A group of participants with NLD (n = 17) was compared with another group who had ASD (n = 17) without intellectual disability (ID), and without a peak in visuospatial intelligence, and with a control group (n = 17). Participants aged from 8 to 18 years performed a visuoconstructive and a visuospatial working memory task in which global-local processing styles were manipulated. The analysis of their visuospatial processing clearly distinguished between the neuropsychological profiles of the group with ASD without ID and the group with NLD: the latter performed less well than the former in all domains. The participants with ASD without ID had a more heterogeneous visuospatial profile, showing a diminished sensitivity to perceptual cohesiveness only in the visuoconstructive task. Examining different visuospatial domains and manipulating the cohesiveness of the stimuli might be useful for better discriminating between NLD and ASD without ID. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Health Condition in Persons with Autism Spectrum Disorders

Introduction: Autism Spectrum Disorders (ASD) are behaviourally defined syndromes where the etiology and pathophysiology are not very well understood. If the child has been diagnosed with autism, parents already face special behavioural challenges. What makes ASD even more difficult, are the many other medical health issues that often arise in this population. The purpose of this article is to summarise the latest understanding of autism’s commonly associated physical and mental health conditions. Methods: An analysis of relevant literature, sources from the internet and published literature, personal experience and observations of the author. Recent findings: Autism is a disorder of the whole body. It is often in co-morbidity with: epilepsy, gastrointestinal disorders, neuro-inflammation and immunological disorders, asthma, eczema, sleep disturbances, eating and feeding disorders, food allergies, attention deficit and hyperactivity disorder (ADHD), headaches, anxiety disorders, bipolar disorder, depression, schizophrenia, obsessive-compulsive disorder, Fragile X syndrome, intellectual disability, nonverbal learning disorder, motor clumsiness, Tourette syndrome, sensory problems, tuberous sclerosis, oxidative stress, acquired mitochondrial dysfunction and metabolic abnormalities. Many of the issues outlined here can overlap each other. Conclusions: Improved understanding of the underlying pathology of ASD and associated conditions, and the development of a common purpose across multiple treating sites, can improve the consistent and coordinated healthcare of children with autism. There is need for the development of improved strategies for delivering effective health education and healthcare to this large population. Improving the ability of these persons to lead relatively independent lives has a great economic impact.

De novo variant of TRRAP in a patient with very early onset psychosis in the context of non-verbal learning disability and obsessive-compulsive disorder: a case report

BackgroundTRRAP encodes a multidomain protein kinase that works as a genetic cofactor to influence DNA methylation patterns, DNA damage repair, and chromatin remodeling. TRRAP protein is vital to early neural developmental processes, and variants in this gene have been associated with schizophrenia and childhood disintegrative disorder.Case presentationHere, we report on a patient with a de novo nonsynonymous TRRAP single-nucleotide variant (EST00000355540.3:c.5957G > A, p.Arg1986Gln) and early onset major depression accompanied by a psychotic episode (before age 10) that occurred in the context of longer standing nonverbal learning disability and a past history of obsessions and compulsions.ConclusionsThe de novo variant and presentation of very early onset psychosis indicate a rare Mendelian disorder inheritance model. The genotype and behavioral abnormalities of this patient are reviewed.

Supplemental Material for Salience Network Connectivity and Social Processing in Children With Nonverbal Learning Disability or Autism Spectrum Disorder

Supplemental Material for Salience Network Connectivity and Social Processing in Children With Nonverbal Learning Disability or Autism Spectrum Disorder

What is Nonverbal Learning Disorder: Evidence of a Discrete Clinical Entity?

What is Nonverbal Learning Disorder: Evidence of a Discrete Clinical Entity?

Social communication disorder: a narrative review on current insights.

Social communication disorder (SCD) is a novel diagnosis listed under the rubric of communication disorders within the Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5) and it is reported to be characterized by impairment in use of verbal and nonverbal communication for social aims. This review attempts to summarize the current understanding of the SCD concept along with its evolution and presents data from previous studies conducted. Suggestions for further research are also delineated. As listed in DSM-5, the criteria for this novel diagnosis are vague, display elevated comorbidity with other neurodevelopmental disorders and other childhood psychopathologies, and show partial overlap with autistic spectrum disorders both in terms of genetics and family histories. Data on cross-cultural presentations and temporal stability are also limited. The social communication model proposed by Catani and Bambini may help integrate the neurobiological findings pertaining to SCD. Valid and reliable assessment methods need to be developed for SCD. This may involve either development of novel instruments capturing the DSM-5 criteria or application of statistical methods such as item response theory to existing instruments. The relationships between broad autism phenotype, pragmatic language impairment, nonverbal learning disorder, learning disorders, autistic spectrum disorders, and SCD should be evaluated with further studies.

Neuropsychological Functioning of Youth Receiving Intensive Interdisciplinary Pain Treatment.

Chronic pain is associated with school difficulties; however, there is limited published evidence on the cognitive or neuropsychological functioning of youth with chronic pain. When beginning intensive interdisciplinary pain treatment, 94 youth (age = 10-18) with chronic pain completed neuropsychological assessment (e.g., intelligence, academic skills, learning and recall, and attention) and clinical questionnaires (e.g., pain and physical and psychological functioning). We compared neuropsychological scores with test norms and with clinical questionnaires. Youth with chronic pain had higher verbal comprehension and full scale IQ scores than expected, below-average nondominant hand dexterity, and difficulty with visual recall. Self-reported difficulties with executive functioning were associated with small-to-moderate difficulties with objectively measured attention. Performance on neuropsychological measures was generally not associated with pain, impairment, anxiety, or depression, though catastrophizing was negatively correlated with perceptual reasoning. An expected number of these youth had learning disorders (14%); however, more than expected had an autism spectrum disorder (9%) or attention deficit hyperactivity disorder (18%), and nearly a quarter demonstrated characteristics of nonverbal learning disability (22%). Some of these cognitive findings may be a consequence of chronic pain, and others may reflect subtle neurodevelopmental differences that may predate or be comorbid with pain. Regardless of etiology, with more than half the current sample experiencing some type of learning challenge, often undiagnosed, pediatric psychologists evaluating youth with chronic pain may wish to screen for comorbid learning difficulties.

F69. Salience Network Connectivity in Children With Nonverbal Learning Disability or Autism Spectrum Disorder

NonVerbal Learning Disability (NVLD) is characterized by deficits in spatial reasoning, executive functioning, fine-motor skills, math, and social functioning. Due to a number of clinical similarities, there is debate as to whether NVLD should be classified as a sub-type of Autism Spectrum Disorder (ASD) or as a discrete diagnosis. Herein, we use resting state fMRI (rsfMRI) to assess whether the social deficits seen in NVLD and ASD arise from different patterns of brain connectivity.

Normative or Heavy Clouds? Early Indicators of Nonverbal Learning Disability Based on Mothers’ Reports

Background: Children with Nonverbal Learning Disabilities (NVLD) are verbally competent and particularly weak in nonverbal, visuospatial, and social abilities. Most of the literature about NVLD discusses the all-around functioning and diagnosis process during school years. In this qualitative study, the perceptions of mothers of children with NVLD were explored in the context of their children’s daily functioning characteristics during their first 3 years. The aim was to identify early indicators and warning signs of NVLD during the developmental process.

A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective

Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies (“Katie” currently attending university and “Jamie” currently in year 8) with the provision of Australian and International research and literature to validate the model.

Health Condition in Persons with Autism Spectrum Disorders

Introduction: Autism Spectrum Disorders (ASD) are behaviourally defined syndromes where the etiology and pathophysiology are not very well understood. If the child has been diagnosed with autism, parents already face special behavioural challenges. What makes ASD even more difficult, are the many other medical health issues that often arise in this population. The purpose of this article is to summarise the latest understanding of autism’s commonly associated physical and mental health conditions. Methods: An analysis of relevant literature, sources from the internet and published literature, personal experience and observations of the author. Recent findings: Autism is a disorder of the whole body. It is often in co-morbidity with: epilepsy, gastrointestinal disorders, neuro-inflammation and immunological disorders, asthma, eczema, sleep disturbances, eating and feeding disorders, food allergies, attention deficit and hyperactivity disorder (ADHD), headaches, anxiety disorders, bipolar disorder, depression, schizophrenia, obsessive-compulsive disorder, Fragile X syndrome, intellectual disability, nonverbal learning disorder, motor clumsiness, Tourette syndrome, sensory problems, tuberous sclerosis, oxidative stress, acquired mitochondrial dysfunction and metabolic abnormalities. Many of the issues outlined here can overlap each other. Conclusions: Improved understanding of the underlying pathology of ASD and associated conditions, and the development of a common purpose across multiple treating sites, can improve the consistent and coordinated healthcare of children with autism. There is need for the development of improved strategies for delivering effective health education and healthcare to this large population. Improving the ability of these persons to lead relatively independent lives has a great economic impact.

Intellectual characteristics using WISC-IV in children with myelomeningocele

Purpose: Children with spina bifida are known to have various intellectual characteristics, including nonverbal learning disabilities due to hydrocephalus. While intelligence tests can ascertain th...

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.

Impact of IQ on the diagnostic yield of chromosomal microarray in a community sample of adults with schizophrenia

BackgroundSchizophrenia is a severe psychiatric disorder associated with IQ deficits. Rare copy number variations (CNVs) have been established to play an important role in the etiology of schizophrenia. Several of the large rare CNVs associated with schizophrenia have been shown to negatively affect IQ in population-based controls where no major neuropsychiatric disorder is reported. The aim of this study was to examine the diagnostic yield of microarray testing and the functional impact of genome-wide rare CNVs in a community ascertained cohort of adults with schizophrenia and low (< 85) or average (≥ 85) IQ.MethodsWe recruited 546 adults of European ancestry with schizophrenia from six community psychiatric clinics in Canada. Each individual was assigned to the low or average IQ group based on standardized tests and/or educational attainment. We used rigorous methods to detect genome-wide rare CNVs from high-resolution microarray data. We compared the burden of rare CNVs classified as pathogenic or as a variant of unknown significance (VUS) between each of the IQ groups and the genome-wide burden and functional impact of rare CNVs after excluding individuals with a pathogenic CNV.ResultsThere were 39/546 (7.1%; 95% confidence interval [CI] = 5.2–9.7%) schizophrenia participants with at least one pathogenic CNV detected, significantly more of whom were from the low IQ group (odds ratio [OR] = 5.01 [2.28–11.03], p = 0.0001). Secondary analyses revealed that individuals with schizophrenia and average IQ had the lowest yield of pathogenic CNVs (n = 9/325; 2.8%), followed by those with borderline intellectual functioning (n = 9/130; 6.9%), non-verbal learning disability (n = 6/29; 20.7%), and co-morbid intellectual disability (n = 15/62; 24.2%). There was no significant difference in the burden of rare CNVs classified as a VUS between any of the IQ subgroups. There was a significantly (p=0.002) increased burden of rare genic duplications in individuals with schizophrenia and low IQ that persisted after excluding individuals with a pathogenic CNV.ConclusionsUsing high-resolution microarrays we were able to demonstrate for the first time that the burden of pathogenic CNVs in schizophrenia differs significantly between IQ subgroups. The results of this study have implications for clinical practice and may help inform future rare variant studies of schizophrenia using next-generation sequencing technologies.