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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.
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.