Principal Identifying Features of the Syndrome of Nonverbal Learning Disabilities in Children

摘要: The identifying features of the syndrome nonverbal learning disabilities (NLD) were examined with a view to determining their relative discriminant validity. A stepwise linear function analysis children NLD (n = 29), reading and spelling (Group R-S; n 27), group nonclinical (NC; 27) on 15 neuropsychological variables yielded subset scores four tests (Target Test; Trail Making Test, Part B; Tactual Performance Grooved Pegboard Test) that accurately (> 95%) discriminated from R-S NC subjects. Of described by Rourke (1987, 1988b, 1989), deficits in visual-perceptual-organizational psychomotor coordination complex tactile-perceptual skills appeared be most representative (in sense discriminative) NDL examined. These are also dimensions considered "primary" model (Rourke, 1989). Replication these results, employing other clinical disorders, is necessary.