Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities

Autor/inn/en	Cutting, Laurie E.; Clements, Amy M.; Lightman, Andrea D.; Yerby-Hammack, Pamula D.; Denckla, Martha Bridge
Titel	Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities
Quelle	In: Learning Disabilities Research and Practice, 19 (2004) 3, S.155-165 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2004.00099.x
Schlagwörter	Reading Difficulties; Profiles; Physical Characteristics; Nonverbal Learning; Hyperactivity; Attention Deficit Disorders; Learning Disabilities; Genetics; Cognitive Style; Language Impairments + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Charakterisierung; Profilanalyse; Körperliche Erscheinung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Learning handicap; Lernbehinderung; Humangenetik; Cognitive styles; Kognitiver Stil; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities, along with motor, visuomotor, and visuospatial deficits. Similar to learning disabilities in the general population, approximately 50 percent of children with NF-1 have Attention Deficit Hyperactivity Disorder (ADHD). In this article, the genetic and physical characteristics, the diagnostic criteria of NF-1, and the cognitive profile of children with NF-1 (including relationships between neurological abnormalities and cognition) are reviewed. Additionally, the types of educational interventions that would be indicated for children with NF-1 are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10