Behavioural, academic and neuropsychological profile of normally gifted Neurofibromatosis type 1 children.
NF1 kids with normal IQ still need spelling, handwriting, and executive-function checks because their academic profile is uneven.
01Research in Context
What this study did
The team looked at kids who have Neurofibromatosis type 1 and normal IQ scores. They gave each child spelling tests, visual puzzles, and teacher checklists to see where they struggle.
This was a small case series. The goal was to map out the learning and behavior picture for NF1 kids who seem "bright enough" on paper.
What they found
Almost half of the kids showed a spelling-only learning disability that does not match common LD labels. Teachers also reported more inattention and slow work speed than in typical classmates.
Visual-perceptual and executive skills were shaky even though IQs were above 70. In short, normal intelligence does not protect NF1 learners from specific academic potholes.
How this fits with other research
Gilboa et al. (2010) zoomed in on one of those potholes: handwriting. They found NF1 kids write more slowly and less neatly than peers, backing up the spelling weakness flagged in M-Symons et al. (2005).
Boudreau et al. (2015) tried a 10-week arm-strengthening program. Hand strength improved for a few months, but classroom participation did not budge a year later. The quick motor gain and flat functional outcome extend the 2005 warning that visual-perceptual and executive gaps may need direct teaching, not just stronger arms.
Poppes et al. (2010) and Bruns et al. (2004) show a similar story in Prader-Willi syndrome: genetic condition, normal-range skills in spots, but uneven cognitive profiles. The pattern reminds us to test specific domains, not just IQ, in any rare syndrome.
Why it matters
If you work with a child who has NF1, do not trust the IQ score alone. Screen spelling, handwriting, and executive functions even if the child looks "high functioning." Use brief timed writing samples and visual-motor puzzles. Target the exact skill gaps the tests reveal instead of generic tutoring. Share the visual-perceptual results with teachers so they allow extra time and reduce copying loads.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Add a 2-minute handwriting sample and a visual-motor puzzle to your NF1 intake packet.
02At a glance
03Original abstract
UNLABELLED: In the present study the neuropsychological, academic and social-emotional profiles were examined in Neurofibromatosis type 1 (NF1) children. SUBJECTS: 17 NF1 children (ages 7-11) with NF1 without serious medical problems and with a full scale IQ (FSIQ) above 70. METHODS: Wechsler Intelligence Scale for Children-Revised (WISC-R), academic tests and an exhaustive neuropsychological test battery were administered in all children. Parents and teachers filled out the Child Behavioural Checklist (CBCL) and Teacher Report Form (TRF), respectively, the NF1 children the Experienced Competence Scale for Children (ECSC). RESULTS AND DISCUSSION: Nearly 50% (8/17) of the children showed learning disabilities, when corrected for IQ in the academic evaluations. Isolated impaired literacy skills, particularly spelling problems, were most frequent (4/8), whereas a pure arithmetic learning disability was rare (1/8). Three children presented both learning disabilities. Results on academic and neuropsychological tests did not fit the well-known types of learning disabilities -- nonverbal learning disability (NLD) and dyslexia. Nearly all NF1 children showed visual perceptual and executive dysfunctions. In this study, teachers more frequently reported behavioural problems in NF1 children than parents, as opposed to literature data in a general population. The correspondence of the perception of internalizing problems between the children and teachers was greater than between children and their parents. No correlation was found between the performances on the WISC-R, specific neuropsychological results, academic performances and behavioural problems. The Deficiency in Attention, Motor and Perception (DAMP) concept seems most appropriate in order to describe the neuropsychological deficits and their repercussions on behavioural and academic performances seen in NF1 children.
Journal of intellectual disability research : JIDR, 2005 · doi:10.1111/j.1365-2788.2005.00660.x