Non-Verbal Learning Disorder / Also Helpful for those with ASD
Posted 11-18-17 at 01:29 PM by wonderboy
The Work and Writing of Byron Rourke
http://www.nldline.com/michaelr.htm
NOTE: NVLD is not included in the DSM
"Characteristics"
"The impairments related to a nonverbal learning disability manifest themselves in seven main categories of deficits:
Visual-spatial—difficulty with visual-spatial organization, perception, and imaging;
Cognitive processing—difficulty understanding connections between and among independent factors and relating
these to the whole; difficulty understanding the "big picture";
Language—flat tone of voice; difficulty understanding humor, multiple meanings of words, and nuances of language;
Motor—lack of coordination and small-motor skills related to handwriting;
Social—deficits in social understanding;
Behavioral—rigid behavior; difficulty with novelty and transition; and
Emotional—at high risk for anxiety disorder, panic attack, obsessive-compulsive disorder, and, in some cases, suicide.
Classroom Strategies
Within the classroom, teachers may find the following suggestions helpful in working with students with nonverbal learning disabilities:
1 Project an attitude of acceptance, respect, and warmth.
2 Highlight the student's strengths, both publicly and to the student—and use these strengths in such constructive situations as reading to a younger student.
3 Provide frequent feedback and individual attention.
4. Keep routines predictable and post an outline of the day's activities (clarify any changes in advance).
5.Give specific directions for every group activity because carryover is unlikely.
6.Provide verbal explanations—with many examples of what is expected.
7. Break tasks down into smaller components.
8.Simplify all visual materials.
9.Provide simple graphic organizers (vertical outlines, not webbing).
10.Use lined paper for math lessons, folding it into smaller squares to help contain the work.
11.Use experiential activities to develop measurement and spatial concepts.
Provide many examples of drawing inferences from spoken and written information, organizing complex written and verbal output, and using organizational strategies for problem solving and managing independent work. Explain metaphoric language again and again.
Teach social concepts directly.
Teach generalization.
School psychologists, school social workers and counselors, speech and language pathologists, special educators, and consultants with special training can help support teachers and others in the school and can educate and inform parents. With the proper intervention, the experience of the student with a nonverbal learning disability—and those who interact with that student—can be a positive one."
PIONEER: BYRON ROURKE
Source: "confronting the puzzle of nonverbal learning disabilities"
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http://www.nldline.com/michaelr.htm
NOTE: NVLD is not included in the DSM
"Characteristics"
"The impairments related to a nonverbal learning disability manifest themselves in seven main categories of deficits:
Visual-spatial—difficulty with visual-spatial organization, perception, and imaging;
Cognitive processing—difficulty understanding connections between and among independent factors and relating
these to the whole; difficulty understanding the "big picture";
Language—flat tone of voice; difficulty understanding humor, multiple meanings of words, and nuances of language;
Motor—lack of coordination and small-motor skills related to handwriting;
Social—deficits in social understanding;
Behavioral—rigid behavior; difficulty with novelty and transition; and
Emotional—at high risk for anxiety disorder, panic attack, obsessive-compulsive disorder, and, in some cases, suicide.
Classroom Strategies
Within the classroom, teachers may find the following suggestions helpful in working with students with nonverbal learning disabilities:
1 Project an attitude of acceptance, respect, and warmth.
2 Highlight the student's strengths, both publicly and to the student—and use these strengths in such constructive situations as reading to a younger student.
3 Provide frequent feedback and individual attention.
4. Keep routines predictable and post an outline of the day's activities (clarify any changes in advance).
5.Give specific directions for every group activity because carryover is unlikely.
6.Provide verbal explanations—with many examples of what is expected.
7. Break tasks down into smaller components.
8.Simplify all visual materials.
9.Provide simple graphic organizers (vertical outlines, not webbing).
10.Use lined paper for math lessons, folding it into smaller squares to help contain the work.
11.Use experiential activities to develop measurement and spatial concepts.
Provide many examples of drawing inferences from spoken and written information, organizing complex written and verbal output, and using organizational strategies for problem solving and managing independent work. Explain metaphoric language again and again.
Teach social concepts directly.
Teach generalization.
School psychologists, school social workers and counselors, speech and language pathologists, special educators, and consultants with special training can help support teachers and others in the school and can educate and inform parents. With the proper intervention, the experience of the student with a nonverbal learning disability—and those who interact with that student—can be a positive one."
PIONEER: BYRON ROURKE
Source: "confronting the puzzle of nonverbal learning disabilities"
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