Non-verbal Learning Disorder

Hong DuongSheryl HoilettePortia 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/ADHDNonverbal Learning Disability Attention-Deficit/

Hyperactivity DisorderDifficulty with spatial relationships and perceptions; frequently bumps into objects; may have difficulty with maintaining balance in seat.

Often fidgets or squirms; difficultyremaining still or seated whensustained visual attention is required.

Slow motoric performance on nonverbal tasks with hyper vigilance to details vs. big picture.

Easily distracted and impulsive;poor planning and follow-through with details.

Talkative; reliant on verbal mediation; may not be aware of manipulation or deception.

Talks excessively; impatient and often loses things; may be manipulative and deceptive.

Poor social judgment; frequentavoidance of novel situations.

Seeks out novelty with enthusiasm; risk-taking behaviors.

Comorbidity with depressive oranxious symptoms.

Comorbidity with oppositional anddefiant behaviors.

(Sands & Schwartz, 2000)

NLD vs Asperger’s Syndrome and PDDNonverbal LearningDisability

Asperger’sSyndrome

Pervasive DevelopmentalDisorder

Early speech andvocabulary

No language delay Speech develops, thenplateaus

Poor pragmatics andprosody

Poor pragmatics andprosody

Normal to superior I.Q. VIQ>PIQ; verbal can be notably developed

Normal to superior I.Q. VIQ>PIQ

Normal I.Q., then fails to maintain commensurate with peers

Significant gross, fine and visual-motor problems; dysphagia

Clumsiness; gross motor is generally WNL; fine motor is poor

Coordination developsnormally and generally remains WNL

Lacking verbalcommunication skills(receptive and expressive); naive; poor social judgment

Perseverating behaviors;restrictive areas of interest; hyper focus on details

Restrictive; repetitive;stereotypical patterns of behavior

(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 non-

threatening 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. FrontloadingSet the stage - provide the context this student requires. Rubrics, Checklists, and ModelsThese students will de exactly what you tell them to do, so be specific. Say what you mean, and mean what you say. Small Group DiscussionThese children learn best through teacher-mediated, peer dialog. Large-type PrintThis compensates for the visual processing difficulties these students have, and improves reading comprehension.

Linda Childress

http://www.nldontheweb.org/education/teachinglanguagearts.html

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’tChallenges:

– 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’tRecommendations:

• 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’tDiagnose:

• 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

Livescribe pen

Personal Organizer

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-for-students-with-specific-learning-disabilties/.

• DennisQ545@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/PMH0002538/.

• Northeast Educational Services Cooperative. (2006). Home: Transition. Retrieved from http://northeastcoop.org/page3923019.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=sJcBKT-wVWg.

• Vacca, D. M. (2001). Confronting the puzzle of nonverbal learning disabilities. Educational Leadership, 26-31.