A Practice-Based Approach to Group Identification in Nonverbal Learning Disorders
作者： Gail M. Grodzinsky , Peter W. Forbes , Jane Holmes Bernstein
DOI: 10.1080/09297041003631444
关键词: Construct (philosophy) 、 Cognition 、 Clinical psychology 、 Psychology 、 Psychological intervention 、 Neuropsychology 、 Developmental psychology 、 Learning disability 、 Nonverbal communication 、 Evidence-based practice 、 Neuropsychological assessment
摘要: Evidence-based practice, the rigorous conduct of clinical analysis and intervention, includes practice-based evidence. Here, practice data were source three “clinical portraits” used for exploratory an array cognitive social problems in 30 children whose neurobehavioral profiles fulfilled psychometric criteria a nonverbal learning disability (NLD). Qualitative children's academic adjustment difficulties revealed patterns dissociable deficits. These findings argue at least groups within NLD construct. Identifying such subgroups is practical importance: More precise characterization neuropsychological competencies leads to improved interventions better outcomes.
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