[The neurocognitive profile of non-verbal learning disorder].
BACKGROUND
Non-verbal learning disorder is a specific type of learning disorder that is characterised by difficulties in social skills, in visuospatial and visual-constructional capabilities, and in motor skills.


OBJECTIVE
To observe the cognitive profile characterising these children.


METHODS
We evaluated the intelligence, memory, visuospatial functions, instrumental and executive functions of 13 children between 8 and 14 years of age diagnosed with non-verbal learning disorder.


RESULTS
All the children displayed an overall intelligence quotient within a range considered to be normal, with a marked difference between the verbal and manipulative intelligence quotients. They all had a good verbal memory. In contrast, they had difficulties in any tasks requiring spatial organisation and sequencing. Spontaneous language was fluent and aprosodic, with poor non-verbal communication.


CONCLUSIONS
Good verbal skills and marked deficits in visuospatial skills are the characteristic pattern that has been described in the literature and this coincides with the observations made in the 13 children under study.
Garcia-Nonell
C
C
Unidad de Neuropediatría, Hospital de Sabadell, Corporacío Sanitària Parc Tauli, Sabadell, Barcelona, Espana. kats@arrakis.es
Rigau-Ratera
E
E
Artigas-Pallares
J
J
D000293:Adolescent; D002648:Child; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000503:physiopathology*; D008297:Male; D009483:Neuropsychological Tests; D011597:Psychomotor Performance; D014706:Verbal Learning / Q000502:physiology*; D014956:Writing