In a study that was conducted to identify and consequently learn more about children with nonverbal learning disability syndrome, Forrest has documented that children who experience math problems could be having issues with their critical learning systems in the brain (Forrest, 2004). For years, math problems have proved to be a crucial defining feature for identifying children with NLVD syndrome. Apparently, justified studies have demonstrated that children who have NLVD syndrome are associated with “mechanical” math abilities. The research makes it imperatively clear that there is a relationship between math capabilities and NLVD syndrome (Forrest, 2004).
Further studies that were conducted to get substantial evidence by including all forms of arithmetic produced the same results. It was found out that 72% of children with NLVD syndrome were imperatively poor in math (Forrest, 2004). Consequently, children with NLVD syndrome have perceived difficulties in copying numbers, decoding symbols, alignment of numbers, appropriate sequencing and even writing. In that regard, it is clear that studies such as WRAT are excellent rationales for giving a better insight of math abilities in children. Despite the inclusion of skill application, conceptual understanding and computational ability to test math ability in children, low scores were still registered by children with NLVD syndrome (Forrest, 2004).

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Consequently, detailed models that can produce math calculation and processing have been used to ensure that all elements of mathematics have been covered but still NLVD syndrome is directly proportional to poor math abilities. Nonetheless, other neuropsychological models have concluded that some children can have difficulties in trying to interpret some of the symbols that are required for math calculation but with intact verbal abilities in math. Other than being poor in math, children with NLVD syndrome are also ineffective in handling psychological pressure such as depression. In fact, it is argued that a majority of children who have been subjected to depression end up committing suicide. Therefore, it is evidently logical to conclude that math difficulties could reflect serious psychological complications in the learning system of the brain (Forrest, 2004).

  • Forrest, B. J. (2004). The utility of math difficulties, internalized psychopathology, and visual-spatial deficits to identify children with the nonverbal learning disability syndrome: evidence for a visualspatial disability.Child neuropsychology, 10(2), 129-146.