The Utility of Math Difficulties, Internalized Psychopathology, and Visual-Spatial Deficits to Identify Children With the Nonverbal Learning Disability Syndrome: Evidence for a Visualspatial Disability
The Utility of Math Difficulties, Internalized Psychopathology, and Visual-Spatial Deficits to Identify Children With the Nonverbal Learning Disability Syndrome: Evidence for a Visualspatial Disability
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利用数学困难、内化精神病理学和视觉空间缺陷来识别患有非语言学习障碍综合症的儿童：视觉空间障碍的证据
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发表时间：
2004
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通讯作者：
B. Forrest
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作者：
B. Forrest
本研究考察了目前用于识别儿童非语言学习障碍综合征（NVLD）的标准。NVLD最被广泛接受的定义依赖于视觉-空间-组织、触觉-知觉、精神运动和非语言解决问题能力的缺陷。这些缺陷被认为与死记硬背的语言学习、音素-字素匹配、语言输出和语言分类方面的优势共存。这些优点和缺点的结合被认为会导致社会心理和学术问题，包括数学困难和精神病理学发病率的增加。这项研究比较了三组儿童的表现：非语言学习障碍儿童、语言学习障碍儿童和对照组。结果表明，目前用于识别NVLD儿童的标准可能无法充分区分他们。与之前的研究结果相反，该研究表明，患有NVLD的儿童在执行某些类型的数学任务时可以表现出良好的数学能力，尤其是那些需要他们强大的语言技能的任务。与大多数先前的研究结果相反，在这项研究中，NVLD儿童（和正常对照）表现出比VLD儿童更低的精神病理发生率。最后，对于患有NVLD的儿童来说，他们的视觉知觉缺陷可能包括在空间中定位物体的主要缺陷。部分基于这项研究的发现，将非语言学习障碍一词保留给那些视觉空间缺陷严重到足以影响诸如书面数学等科目学习成绩的儿童，可能有助于诊断和治疗。鉴于儿童生活中社会关系的整体性质，可以为主要缺乏社会技能并损害其社会互动的儿童设立一个单独的类别（例如，社会处理障碍）。Rourke（1995）提出的更广泛的非语言学习模型或综合征，可以用于描述跨疾病类型的更广泛的优势和缺陷。
This study examined the criteria currently employed to identify children with the nonverbal learning disability syndrome (NVLD). The most widely accepted definition of NVLD relies on deficits in visual-spatial-organizational, tactile-perceptual, psychomotor, and nonverbal problem-solving skills. These deficits are believed to coexist with strengths in rote verbal learning, phoneme-grapheme matching, verbal output, and verbal classification. The combination of these assets and deficits has been hypothesized to lead to psychosocial and academic problems, including difficulties with mathematics and increased rates of psychopathology. This study compared performance of three groups of children: those with NVLD, those with verbal learning disabilities (VLD), and controls. The results show that the criteria currently employed to identify children with NVLD may not adequately differentiate them. In contrast to previous findings, the study reveals that children with NVLD can demonstrate good math abilities when performing certain types of math tasks, especially those that draw on their robust verbal skills. Also in contrast to most previous findings, in this study children with NVLD (and normal controls) demonstrated lower rates of psychopathology than children with VLD. Finally, for children with NVLD it appears that their visual-perceptual deficits may include a primary deficit in locating objects in space. Based in part on the findings of this study, it may be helpful for diagnostic and treatment purposes to reserve the term Nonverbal Learning Disability for children whose visual-spatial deficits are primary and severe enough to affect academic performance in subjects such as written mathematics. Given the integral nature of social relations in children's lives, a separate category (e.g., social processing disorder) could be created for children whose social skills deficits are primary and impair their social interactions. A broader nonverbal learning model or syndrome, as conceptualized by Rourke (1995), could be retained for describing a broader constellation of assets and deficits across disease types.