Simultaneous and Successive Cognitive Processing in Children with Nonverbal Learning Disabilities.

Compares performance of children (N=19) with nonverbal language disabilities to a group of children (N=16) with language learning disabilities using the Kaufman Assessment Battery for Children (K-ABC). As hypothesized, children with nonverbal learning disabilities were found to have significantly higher simultaneous successive processing scores. Suggests that different subtypes of learning disabilities can be defined through differences in cognitive processes. (Author/JDM)