Nonverbal Learning Disorder Hong Duong Sheryl Hoilette Portia

Non-verbal Learning Disorder Hong Duong Sheryl Hoilette Portia Le Blanc

NLD – Definition • Non-verbal Learning Disorder (NLD or NVLD) is a learning disorder where an individual has trouble processing communication that is not written or spoken. • The individual has highly developed verbal skills but has problems with visual-spatial-organization, social skills, and motoric coordination. – Respecting others’ personal space – Organization – Recalling visual images – Understanding facial expressions – Comprehend perceptual cues – Poor fine and gross motor skills

NLD – Possible Causes • Connected neurologically since the right hemisphere of the brain controls nonverbal processing • Studies over time of children who have NLD has made known that head injuries or damage to the right hemisphere of the brain may be a cause – Head injury that is moderate to severe – Radiation treatments on or near the head for long periods of time – Patients of hydrocephalus – a medical condition where fluid in the skull builds up causing the brain to swell – Removed brain tissue from the right hemisphere

NLD – Characteristics • • Can be mild to severe Severe form has characteristics of Asperger’s Weaknesses: – Visual-Spatial-difficulty with perception and imaging – Cognitive processing-difficulty understanding connections between information – Language-difficulty understanding humor and multiple meaning of words – Motor-difficulty with fine motor skills and lacks coordination – Social-difficulty with social interactions(nonverbal cues) – Behavioral-difficulty with transitions – Emotional-anxiety or depression Strengths: – Students will have excellent auditory attention – Strong literacy skills – Students are verbal with good receptive language abilities – They are able to follow verbal directions by rote

NLD vs. AD/ADHD Nonverbal Learning Disability Difficulty with spatial relationships and perceptions; frequently bumps into objects; may have difficulty with maintaining balance in seat. Slow motoric performance on nonverbal tasks with hyper vigilance to details vs. big picture. Talkative; reliant on verbal mediation; may not be aware of manipulation or deception. Poor social judgment; frequent avoidance of novel situations. Comorbidity with depressive or anxious symptoms. Attention-Deficit/ Hyperactivity Disorder Often fidgets or squirms; difficulty remaining still or seated when sustained visual attention is required. Easily distracted and impulsive; poor planning and follow-through with details. Talks excessively; impatient and often loses things; may be manipulative and deceptive. Seeks out novelty with enthusiasm; risk-taking behaviors. Comorbidity with oppositional and defiant behaviors. (Sands & Schwartz, 2000)

NLD vs Asperger’s Syndrome and PDD Nonverbal Learning Disability Asperger’s Syndrome Pervasive Developmental Disorder Speech develops, then plateaus Early speech and No language delay vocabulary Poor pragmatics and prosody Normal to superior I. Q. Normal I. Q. , then fails VIQ>PIQ; verbal can VIQ>PIQ to maintain be notably developed commensurate with peers Significant gross, fine Clumsiness; gross Coordination develops and visual-motor is generally normally and generally problems; dysphagia WNL; fine motor is remains WNL poor Lacking verbal Perseverating Restrictive; repetitive; communication skills behaviors; stereotypical patterns (receptive and restrictive areas of of behavior expressive); naive; interest; hyper focus poor social judgment on details (Sands & Schwartz, 2000)

NLD – Instructional Strategies • Prepare students for changes, giving logical explanations • State your expectations clearly • Make use of your student’s verbal skills to help with social interactions and nonverbal experiences. • To help with math, use real life examples, lots of verbal explanation and hands-on experiences. • Group the student with good role models • Allow a student with poor attention to take frequent breaks.

NLD – Accommodations • Students should not be given assignment where they have to copy text • Have students with math computation difficulties write their problems on graph paper or loose leaf paper held sideways. • Paper and pencil work kept to a minimum • Students will need additional time for writing assignments

NLD – Modifications • The student will need to be placed in an environment that has nonthreatening contact to help them develop social skills • Keep environment predictable and familiar • Cooperative learning • Extra time during transitions • Make sure classroom is not too visually stimulating

Always Remember “Safe” Environment The student needs time to develop a sense of comfort with their environment before they are able to exhibit the depth of their ability. Frontloading Set the stage - provide the context this student requires. Rubrics, Checklists, and Models These students will de exactly what you tell them to do, so be specific. Say what you mean, and mean what you say. Small Group Discussion These children learn best through teacher-mediated, peer dialog. Large-type Print This compensates for the visual processing difficulties these students have, and improves reading comprehension. http: //www. nldontheweb. org/education/teachinglanguagearts. html Linda Childress

NLD – Case Studies: “Robert” • Early reader • High verbal skills • Extensive vocabulary • Teachers were impress that he could regurgitate facts like an encyclopedia (Roth, 2010)

NLD – Case Studies: “Robert” con’t Challenges: – Illegible handwriting – Comprehending visual-spatial in math. For example lining up numbers to do triple digit multiplication. – He was not able to form numbers which made it harder for him complete his math – Does not have a since of direction and often got lost – Confused about how things relate to each other – Couldn’t keep track of the ball when playing a team sport – Confused about how team mates followed through on plays – Issues with organizing and handing in work – Problems connecting with his classmates – Could not read between the lines and understand author’s main points – Wasn’t able to put information together to form the big picture when it comes to expository writing (Roth, 2010)

NLD – Case Studies: “Robert” con’t Recommendations: • Should use a laptop for note taking • Teachers should provide him with outlines, class notes, and lesson plans so he could preview the material, and use it to structure his notes. • Working individually with a math tutor. • Use rich language to help teach and think through any type of visual information. (Roth, 2010)

NLD – Case Studies: “Roger” • • • Eleven-year-old with a history of attention problems which he takes meds for Diagnose with ADHD and school psychologist also suspected Asperger syndrome Learned how to read easily but was not able to comprehend what he was reading Parents would help him organize homework and projects No time management Had a hard time following instruction and finding his way in the new physical space Did not like to socialize with classmates Likes to work alone Parents researched Roger’s traits, characteristics, and skills and believed he was misdiagnose They requested a team evaluation (Sands & Schwartz, 2000)

NLD – Case Studies: “Roger” con’t Diagnose: • After evaluating Roger’s situation, the team concluded that Roger had multiply disorders. Not only does he have ADHD, he was also diagnose with Nonverbal Learning Disability because he exhibit difficulties with social relationship skills, organization skills, planning skills, study skills, social judgment, and visual spatial organization (Sands & Schwartz, 2000).

NLD – Assistive Technology Devices • • • Graphic organizer programs Watchminder Invisible clock Livescribe pen Electronic Organizers Personal Digital Assistants Personal Organizer Livescribe pen Watchminder

NLD – Parent & Teacher Organizations • A Decade of Support! NLD-In-Common – http: //groups. yahoo. com/group/NLD-In-Common/ • LD Online – http: //www. ldonline. org/indepth/nonverbal • NLD Hotline: – (831) 624. 3542 • Partners Resource Network: Empowering Parents Through Education – http: //www. partnerstx. org/Resources/LD/NVLD. html • Welcome to NLDline! – http: //www. nldline. com/

References • • • Banks, K. L. (2012, July 20). Assistive technology for students with specific learning disabilities. Retrieved from http: //www. brighthubeducation. com/special-ed-inclusion-strategies/80972 -assistive-technology-forstudents-with-specific-learning-disabilties/. Dennis. Q 545@comcast. net (Artist). (n. d. ). The way your brain is organized. [Web Graphic]. Retrieved from http: //www. lefthander. com/being. htm. National Center for Biotechnology Information. (2011). Pubmed health: Hydrocephalus. Retrieved from http: //www. ncbi. nlm. nih. gov/pubmedhealth/PMH 0002538/. Northeast Educational Services Cooperative. (2006). Home: Transition. Retrieved from http: //northeastcoop. org/page 3923019. aspx. Roth, C. (n. d. ). Nonverbal learning disorder case study. Retrieved from http: //www. drcproth. com/nonverbal-learning-disorder-case-study. pdf. Sands, S. , & Schwartz, S. (2000). Nonverbal learning disabilities. The NYU Child Study Center Letter, 4(5). Retrieved from http: //www. aboutourkids. org/files/articles/may_jun_4. pdf. Thompson, S. (1996). Nonverbal learning disorders. LD Online. Retrieved from http: //www. ldonline. org/article/6114/. UKCancom. (2011). Livescribe echo smart pin demo 1 [Web]. Retrieved from http: //www. youtube. com/watch? v=s. Jc. BKT-w. VWg. Vacca, D. M. (2001). Confronting the puzzle of nonverbal learning disabilities. Educational Leadership, 2631.