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Syndrome of nonverbal learning disabilities: Age differences in neuropsychological, academic, and socioemotional functioning

Published online by Cambridge University Press:  31 October 2008

Joseph E. Casey ,
Byron P. Rourke  and
Erin M. Picard
Joseph E. Casey
Affiliation:
University of Windsor
Byron P. Rourke*
Affiliation:
University of Windsor
Erin M. Picard
Affiliation:
University of Windsor
*
Address correspondence to: Byron P. Rourke, Department of Psychology, University of Windsor, Windsor, Ontario N9B 3P4, Canada.
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Abstract

Previous research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.

Type
Research Article
Information
Development and Psychopathology , Volume 3 , Issue 3 , July 1991 , pp. 329 - 345
Copyright
Copyright © Cambridge University Press 1991

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