A practice-based approach to group identification in nonverbal learning disorders.
Evidence-based practice, the rigorous conduct of clinical analysis and intervention, includes practice-based evidence. Here, practice data were the source of three "clinical portraits" used for exploratory analysis of an array of cognitive and social problems in 30 children whose neurobehavioral profiles fulfilled psychometric criteria for a nonverbal learning disability (NLD). Qualitative analysis of the children's academic and adjustment difficulties revealed patterns of dissociable deficits. These findings argue for at least three groups within the NLD construct. Identifying such subgroups is of practical importance: More precise characterization of neuropsychological competencies leads to improved interventions and better outcomes.
Grodzinsky
Gail M
GM
Department of Psychiatry, Children's Hospital Boston, Massachusetts, USA. gail.grodzinsky@gmail.com
Forbes
Peter W
PW
Bernstein
Jane Holmes
JH
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis; D002648:Child; D055317:Evidence-Based Practice; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000145:classification / Q000175:diagnosis* / Q000523:psychology*; D008297:Male; D008606:Mental Processes; D009483:Neuropsychological Tests; D012919:Social Behavior