Abstract
To further investigate cognitive deficits in children with Neurofibromatosis Type 1 (NF-1), children with NF-1 were compared to typical learning disabled clinic attenders (LD-clinic), all of whom had reading disabilities, as well as to a group with no disabilities (NoDx). Results indicated that both the NF-1 group and LD-clinic group had reading and reading-related deficits when compared to the NoDx group; however, the NF-1 group was more globally language impaired than the LD-clinic group. In addition, the NF-1 group scored significantly lower than the LD-clinic group, but not the NoDx group, on the visuospatial measures, thus confirming that children with NF-1 have visuospatial deficits not typical of a general LD- clinic population. The NF-1 group was not impaired in comparison to the NoDx group on certain language and visuospatial tasks that were previously found to be deficits in sibling pairwise matched designs; thus, the importance of considering genetic and familial context when studying the impact of genetic disorders on cognition was demonstrated.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 29-47 |
| Number of pages | 19 |
| Journal | Developmental Neuropsychology |
| Volume | 17 |
| Issue number | 1 |
| State | Published - 2000 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental Neuroscience
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
Cite this
How children with neurofibromatosis type 1 differ from 'typical' learning disabled clinic attenders : Nonverbal learning disabilities revisited. / Cutting, Laurie E.; Koth, Christine W.; Denckla, Martha Bridge.
In: Developmental Neuropsychology, Vol. 17, No. 1, 2000, p. 29-47.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - How children with neurofibromatosis type 1 differ from 'typical' learning disabled clinic attenders
T2 - Nonverbal learning disabilities revisited
AU - Cutting, Laurie E.
AU - Koth, Christine W.
AU - Denckla, Martha Bridge
PY - 2000
Y1 - 2000
N2 - To further investigate cognitive deficits in children with Neurofibromatosis Type 1 (NF-1), children with NF-1 were compared to typical learning disabled clinic attenders (LD-clinic), all of whom had reading disabilities, as well as to a group with no disabilities (NoDx). Results indicated that both the NF-1 group and LD-clinic group had reading and reading-related deficits when compared to the NoDx group; however, the NF-1 group was more globally language impaired than the LD-clinic group. In addition, the NF-1 group scored significantly lower than the LD-clinic group, but not the NoDx group, on the visuospatial measures, thus confirming that children with NF-1 have visuospatial deficits not typical of a general LD- clinic population. The NF-1 group was not impaired in comparison to the NoDx group on certain language and visuospatial tasks that were previously found to be deficits in sibling pairwise matched designs; thus, the importance of considering genetic and familial context when studying the impact of genetic disorders on cognition was demonstrated.
AB - To further investigate cognitive deficits in children with Neurofibromatosis Type 1 (NF-1), children with NF-1 were compared to typical learning disabled clinic attenders (LD-clinic), all of whom had reading disabilities, as well as to a group with no disabilities (NoDx). Results indicated that both the NF-1 group and LD-clinic group had reading and reading-related deficits when compared to the NoDx group; however, the NF-1 group was more globally language impaired than the LD-clinic group. In addition, the NF-1 group scored significantly lower than the LD-clinic group, but not the NoDx group, on the visuospatial measures, thus confirming that children with NF-1 have visuospatial deficits not typical of a general LD- clinic population. The NF-1 group was not impaired in comparison to the NoDx group on certain language and visuospatial tasks that were previously found to be deficits in sibling pairwise matched designs; thus, the importance of considering genetic and familial context when studying the impact of genetic disorders on cognition was demonstrated.
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UR - http://www.scopus.com/inward/citedby.url?scp=0033910021&partnerID=8YFLogxK
M3 - Article
C2 - 10916573
AN - SCOPUS:0033910021
VL - 17
SP - 29
EP - 47
JO - Developmental Neuropsychology
JF - Developmental Neuropsychology
SN - 8756-5641
IS - 1
ER -