Comparison of Executive Function in Nonverbal Learning Disorders

This study was designed to examine the existence of deficits of executive function (EF) in children with nonverbal learning disabilities (NVLD). Methods: 20 NVLD students (8 boys and 12 girls) from Tehran, Iran, aged 11 to 14 years (M = 12.7 years, SD = 1.11). The Normal student comparison group consisted of 20 normal students (9 boys and 11 girls), aged 11 to 14 years (M = 11.10 years, SD = 2.1). For assessing NVLD we used the original Wechsler Intelligence Scale (Wechsler, 1949) and EF. The Behavior Rating Inventory of Executive Function (BRIEF), developed by Goya et al. (1996), was used to measure EF in both groups. Results: Children with NVLD were less able to recognize the ability to focus, shift, and memorize, organize information and distribute attention. Despite the differences in the development of executive functions, they were robust and virtually identical across the two samples. Conclusion: EF deficits were more broadly defined in nonverbal learning disorder students. The results of this research should help parents and educators understand the learning that students provide outreach services to increase executive functions