Columbia University Medical Center

Academic Institute

Amy MargolisEna SelmanovicBruce RamphalDavid PagliaccioJordan DworkinKatherine KeyesAva HamiltonAlan Emond

B3649

Nonverbal Learning Disability (NVLD) is a disorder characterized by deficits in visual-spatial, but not verbal reasoning, as well as impairment in two of four areas: math calculation, visual executive functioning, fine motor skills, or social skills. Prior findings established the population prevalence of NVLD to be 3% - 4% in children and adolescents.(1) We aim to establish the stability of NVLD over time, using children’s test scores at two time points (age 7 to 9 and again at age 11 to 15). This project also identifies indicators and risk factors of NVLD, such as child temperament and environmental exposures, and studies NVLD's long term outcomes.

We are conducting this study to support our submission to the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) to consider NVLD as a discrete clinical entity. We and others have already begun to establish the pathophysiology and prevalence of NVLD.(1-5) We are now working to document the stability, risk factors, and life course of NVLD to support this submission. Inclusion in the DSM-5 will have a large impact on the millions of children in the U.S. alone who, according to our prevalence study, will meet criteria for the disorder. Inclusion in the DSM-5 could potentially improve identification of individuals with NVLD and thus communication among treating professionals, provide access to care by allowing for billing for treatment, and encourage and support research on treatment by having a clear set of diagnostic criteria. Currently individuals with NVLD tend to receive diagnoses that capture some of their functional impairments but do not signal the hallmark feature of NVLD, a visual-spatial deficit. References 1. Margolis AE, Broitman J, Davis JM, Alexander LM, Hamilton A, Liao Z, Banker S, Thomas L, Ramphal B, Salum GA, Merikangas KR, Goldsmith J, Paus T, Keyes K, Milham MP. Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents. JAMA Network Open. 2020;3(4):e202551-e202551. 2. Banker SM, Ramphal B, Pagliaccio D, Thomas L, Rosen E, Sigel AN, Zeffiro T, Marsh R, Margolis AE. Spatial Network Connectivity and Spatial Reasoning Ability in Children with Nonverbal Learning Disability. Sci Rep. 2020;10(1):561. 3. Margolis AE, Pagliaccio D, Thomas L, Banker S, Marsh R. Salience network connectivity and social processing in children with nonverbal learning disability or autism spectrum disorder. Neuropsychology. 2019;33(1):135-143. 4. Fine JG, Musielak KA, Semrud-Clikeman M. Smaller splenium in children with nonverbal learning disability compared to controls, high-functioning autism and ADHD. Child Neuropsychol. 2014;20(6):641-661. 5. Semrud-Clikeman M, Fine JG, Bledsoe J, Zhu DC. Regional Volumetric Differences Based on Structural MRI in Children With Two Subtypes of ADHD and Controls. J Atten Disord. 2014.

13/05/2021