Local and global processing in block design tasks in children with dyslexia or nonverbal learning disability.
Pair block-building accuracy with picture-matching speed to spot NLD versus dyslexia in one short session.
01Research in Context
What this study did
Ramona et al. (2017) watched kids build block patterns.
Some kids had dyslexia, others had non-verbal learning disability (NLD).
The team timed how fast each child copied the model and how fast they matched pictures that looked almost the same.
What they found
Kids with NLD struggled to copy the big block picture.
Kids with dyslexia copied okay, but they were slow at the picture-matching game.
Speed and accuracy together told the two groups apart.
How this fits with other research
Vassos et al. (2016) also tested global-local thinking, but with sounds.
Their ASD kids ignored big sound cues better than typical kids.
Ramona’s visual task shows the same idea: different diagnoses use different cues.
Eussen et al. (2016) looked at planning puzzles in ASD and ADHD.
Like Ramona, they found each label has its own weak spot.
Put together, the papers say: test the skill that matches the diagnosis, not just any skill.
Why it matters
You can copy this two-step check in your next assessment.
Give the block design and a quick picture-matching sheet.
Slow matching plus okay blocks hints at dyslexia.
Poor blocks plus okay matching points toward NLD.
This five-minute add-on helps you pick the right goals faster.
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Join Free →Tape a simple same-different picture sheet to your block kit and time both tasks.
02At a glance
03Original abstract
Visuo-constructive and perceptual abilities have been poorly investigated in children with learning disabilities. The present study focused on local or global visuospatial processing in children with nonverbal learning disability (NLD) and dyslexia compared with typically-developing (TD) controls. Participants were presented with a modified block design task (BDT), in both a typical visuo-constructive version that involves reconstructing figures from blocks, and a perceptual version in which respondents must rapidly match unfragmented figures with a corresponding fragmented target figure. The figures used in the tasks were devised by manipulating two variables: the perceptual cohesiveness and the task uncertainty, stimulating global or local processes. Our results confirmed that children with NLD had more problems with the visuo-constructive version of the task, whereas those with dyslexia showed only a slight difficulty with the visuo-constructive version, but were in greater difficulty with the perceptual version, especially in terms of response times. These findings are interpreted in relation to the slower visual processing speed of children with dyslexia, and to the visuo-constructive problems and difficulty in using flexibly-experienced global vs local processes of children with NLD. The clinical and educational implications of these findings are discussed.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.03.011