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However, some of the symptoms identified are similar to those described for other disorders.

Individuals with right hemisphere dysfunction (Semrud-Clikeman & Hynd, 1990; Weintraub & Mesulam, 1983), Asperger's syndrome (Klin, Sparrow, Volkmar, Cicchetti, & Rourke, 1995; Semrud-Clikeman & Hynd, 1990; Wing, 1981), and "central processing disorders" (Rourke, 1982) each possess a number of symptoms that overlap with those seen in NVLD.

Deficits in math calculations, mathematical reasoning, reading comprehension, specific aspects of written language, and handwriting are primary academic concerns.

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There has also been evidence to suggest a greater risk for suicide (Rourke, Young, & Leenaars, 1989).

All of these things can help parents advocate for their child to find the best solution for his specific needs.

A child's rate of improvement depends upon the level of impairment, which can vary greatly in autism.

Rourke (1995a) has grouped these into three major areas: neuropsychological deficits, academic deficits, and social-emotional/adaptational deficits.

Neuropsychological deficits include difficulties with tactile and visual perception, psychomotor coordination, tactile and visual attention, nonverbal memory, reasoning, executive functions, and specific aspects of speech and language.

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