Nonverbal Learning Disorders

Also Known As: Right-Hemisphere Learning Disorders

What is a nonverbal learning disorder?

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.

The deficits include impairments to motor skills, visual-spatial organization, social skills and sensory skills.

Causes

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 Damage to the central nervous system early in life Head trauma Tumor Seizure

Left (Verbal)• Speaking• Reading• Writing• Absorbs information in a

sequential manner• Rote Memory• (Past experiences, labeled

verbally)

Right (Nonverbal)• Spatial tasks• Creativity• Art & Music• Integrate information from • Sensory modalities• (This is what causes the

recognition of facial expressions, subtleties and innuendo)

Statistics

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.

Affects males and females equally

Identifying NVLD Why is it difficult…

• A student who has innate difficulties reading, spelling, and/or expressing herself stands out in most classroom situations.

Few professionals have been trained to notice it

• 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.

Verbal skills are so strong

• ADD• Asperger’s• Autism• Behavioral disorders• Emotionally disturbed

It gets misdiagnosed

Motor Skills

Fine Motor Skills

Refuses to eat with

utensils for lack of finger

dexterity

Trouble tying shoes (will

talk their way through it)

Can not operate a

pair of scissors

Dysgraphia

Will only draw letters and not

understand the meaning behind the symbols

Sensorimotor Skills

Will not explore

surroundings

Clumsy, unbalanced

• Trouble sitting in chairs

• No coordination in gym class

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?

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

Sensory

Physical sensitivity in any of the sensory modes

Visual Auditory Tactile Taste Olfactory

Clip

http://www.youtube.com/watch?v=Yk7inZOfv7M

Servicing NVLD

Performance IQ test CAMS (special education services)

Compensations Accommodations

Assistive technology Modifications Strategies IEP 504

Compensations

Extra time to arrive to and leave from class Do not place inappropriate expectations on

the student Develop verbal compensatory strategies to

deal more effectively with novel situations Set attainable and worthwhile goals 90% of interactions must be positive

Accommodations All information should be relayed verbally Give the student all notes in a typed format Test answer sheet layouts and the arrangement of visual-spatial

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

Word processor Text to speech Speech to text Concept mapping software Phonetic spell checkers with word prediction

capabilities Organizational software/personal information

managers Talking calculators

Modifications

Child needs to be in a learning environment that 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

Tell this child everything and encourage her to give you verbal 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_Learning_Disorders

Presentation created by

Jessica Ready