RT Book, Section
A1 Monteiro, Sonia
A1 Mensah-Bonsu, Noel
A2 Kline, Mark W.
SR Print(0)
ID 1182924624
T1 Delays in Speech/Language or Nonverbal Development and Learning Disabilities
T2 Rudolph's Pediatrics, 23e
YR 2018
FD 2018
PB McGraw-Hill Education
PP New York, NY
SN 9781259588594
LK accesspediatrics.mhmedical.com/content.aspx?aid=1182924624
RD 2024/04/20
AB Language  and  nonverbal/visual-motor  problem  solving  are  components  of  the  neurocognitive  stream  of  development.  Because  the  most  common  causes  of  neurodevelopmental  disability  affect  the  brain  diffusely  (eg,  genetic  disorders),  delays  in  language  development  are  most  commonly  accompanied  by  delays  in  nonverbal/visual-motor  problem-solving  development  and  vice  versa.  Thus,  the  most  prevalent  mild  neurodevelopmental  difficulty  that  results  in  school  failure  is  “slower  learning,”  where  both  language  and  nonverbal/visual-motor  problem  solving  are  delayed,  resulting  in  intelligence  quotients  in  the  borderline  (IQ  =  70–79)  to  low  average  (IQ  =  80–89)  range.  The  globally  delayed  pattern  of  slower  learning  occurs  in  22.8%  of  the  population,  while  the  dissociated  pattern  of  learning  disabilities  occurs  in  only  approximately  5%  to  10%  of  the  population.  In  the  dissociated  pattern  of  learning  disabilities,  there  is  a  discrepancy  between  cognitive  abilities  and  academic  achievement,  typically  with  discrepant  or  dissociated  delays  in  language  relative  to  nonverbal/visual-motor  problem-solving  development  (as  observed  in  language-based  learning  disabilities)  or  discrepant  or  dissociated  delays  in  nonverbal/visual-motor  problem  solving  relative  to  language  development  (as  observed  in  nonverbal  learning  disabilities).  It  is  also  important  to  note  that  inadequate  academic  instruction  is  a  common  cause  of  learning  problems.  This  chapter  will  review  the  spectrum  of  dissociated  delays  in  language  and  nonverbal/visual-motor  problem-solving  development,  including  specific  language-based  and  nonverbal  learning  disabilities.