Nonverbal Learning Disorders Also Known As RightHemisphere Learning

Nonverbal Learning Disorders Also Known As: Right-Hemisphere Learning Disorders

What is a nonverbal learning disorder? n Nonverbal Learning Disorder Syndrome (NVLD) is a neurological syndrome which renders the individual unable to process nonverbal information. The assets include early speech and vocabulary, as well highly developed rote memory abilities. n The deficits include impairments to motor skills, visual-spatial organization, social skills and sensory skills. n

Causes n No direct cause has been found, but the myelination or “white matter” of brain which affects communication of the two hemisphere’s of the brain is damaged n n Damage to the central nervous system early in life Head trauma Tumor Seizure Left (Verbal) Right (Nonverbal) • Speaking • Reading • Writing • Absorbs information in a sequential manner • Rote Memory • (Past experiences, labeled verbally) • Spatial tasks • Creativity • Art & Music • Integrate information from • Sensory modalities • (This is what causes the recognition of facial expressions, subtleties and innuendo)

Statistics n Dr. Rourke believes that about 10 percent of children who have been identified with learning disabilities have nonverbal learning disabilities. This means that nearly 1 percent of the U. S. population, nearly 2. 7 million people, have NLD. n Affects males and females equally

Identifying NVLD Why is it difficult… Few professionals have been trained to notice it • A student who has innate difficulties reading, spelling, and/or expressing herself stands out in most classroom situations. Verbal skills are so strong • A student who is a top reader, achieves excellent spelling scores, and expresses herself articulately usually does not prompt her teacher to consider a learning disorder. It gets misdiagnosed • • • ADD Asperger’s Autism Behavioral disorders Emotionally disturbed

Motor Skills Refuses to eat with utensils for lack of finger dexterity Sensorimotor Skills Will only draw letters and not understand the meaning behind the symbols Will not explore surroundings • Trouble sitting in chairs • No coordination in gym class Dysgraphia Clumsy, unbalanced Fine Motor Skills Trouble tying shoes (will talk their way through it) Can not operate a pair of scissors

Visual-Spatial-Organizational Poor visual recall Faulty spatial conceptions Problems with spatial relationships Inability to process new or complex situations Difficulty remembering the shapes of letters and the sequence of strokes to form letters

Social Lack of ability to comprehend nonverbal communication Ineffective at recognizing faces Interpreting gestures Deciphering postural clues “Reading" facial expressions Accepts every word literally Has no perception of dishonesty

Can you read a face? n 65% of all communication is nonverbal. Do you know what the person is thinking by looking at their facial expressions?

Sensory n Physical sensitivity in any of the sensory modes Visual Auditory Tactile Taste Olfactory

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Servicing NVLD n Performance IQ test n CAMS (special education services) n Compensations n Accommodations n n n Assistive technology Modifications Strategies IEP 504

Compensations n Extra time to arrive to and leave from class n Do not place inappropriate expectations on the student n Develop verbal compensatory strategies to deal more effectively with novel situations n Set attainable and worthwhile goals n 90% of interactions must be positive

Accommodations n All information should be relayed verbally n Give the student all notes in a typed format n Test answer sheet layouts and the arrangement of visual-spatial n n n math assignments need to be simplified Paper and pencil tasks need to be kept to a minimum because of finger dexterity and visual-spatial problems. Adjustments must be made in teacher expectations for volume of written products Tasks requiring folding, cutting with scissors, and/or arranging material in a visual-spatial manner (maps, graphs, mobiles, etc. ) will require considerable assistance Extended time for tests and homework assignments Student's schedule needs to be as predictable as possible

Assistive Technology n Word processor n Text to speech n Speech to text n Concept mapping software n Phonetic spell checkers with word prediction capabilities n Organizational software/personal information managers n Talking calculators

Modifications n Child needs to be in a learning environment that n n provides daily, non-threatening contact with nondisabled peers Active verbalization in cooperative learning groups Peer "buddy" to help guide him through the day Must be in a predictable environment Any nonverbal problem solving questions must be modified so they become verbal in nature

Strategies n Tell this child everything and encourage her to give you verbal n n n feedback Verbally teach cognitive strategies for the skills of conversational pragmatics Observe and expand the coping techniques that the child has already acquired on his/her own Group the child with "good role models" so that she can label and learn appropriate behavior Adults should talk their way through their actions, modeling for the child If inappropriate behaviors are causing problems at school, a functional analysis and behavioral intervention plan detailing a course of action which is designed to be useful and non-punitive in nature may need to be a part of this child's IEP or 504 plan.

The End For more information visit: http: //www. nldline. com/ http: //www. ldonline. org/article/Nonverbal_Learni ng_Disorders Presentation created by Jessica Ready