Nonverbal Learning Disorder

What is Nonverbal Learning disorder? A nonverbal learning disorder or nonverbal learning disability (NLD or NVLD) is a condition typified by a verbal IQ scores that are considerably higher than their performance scores on an IQ test. A nonverbal learning disorder or nonverbal learning disability (NLD or NVLD) is a condition typified by a verbal IQ scores that are considerably higher than their performance scores on an IQ test.

To assess NLD a battery of tests are used that cover abilities such as: intelligence intelligence motor and psychomotor motor and psychomotor tactile-perceptual tactile-perceptual visual-spatial-organizational visual-spatial-organizational auditory-perceptual auditory-perceptual auditory and visual attention/memory auditory and visual attention/memory problem solving problem solving language language academic achievement academic achievement personality/adaptive behavior personality/adaptive behavior

The term Nonverbal Learning Disorder/Disability is actually rather misleading. Individuals with this disability are highly verbal, with their areas of deficit being in the nonverbal domains. The term Nonverbal Learning Disorder/Disability is actually rather misleading. Individuals with this disability are highly verbal, with their areas of deficit being in the nonverbal domains.

Some believe that this disorder is due to dysfunction in the right cerebral hemisphere.

Some people think that NLD is Asperger's syndrome in a less severe form.

Some even say that whether it is AS or NLD depends on who diagnoses the disorder. If a psychiatrist diagnoses the disorder then it is AS; if a neuropsychologist/clinical psychologist diagnoses the disorder then it is NLD.

There are indeed some distinct differences between AS and NLD. NLD individuals have normal emotions but have a hard time expressing or recognizing them in others. AS individuals on the other hand do not feel the same range of emotions. They have a hard time initiating or experiencing normal social relationship. NLD individuals have normal emotions but have a hard time expressing or recognizing them in others. AS individuals on the other hand do not feel the same range of emotions. They have a hard time initiating or experiencing normal social relationship.

In fact, many AS people respond well to visuals and diagrams, and are visual learners. But, NLD people can't learn by watching, and need everything explained in words. In fact, many AS people respond well to visuals and diagrams, and are visual learners. But, NLD people can't learn by watching, and need everything explained in words.

Like AS, NLD exists on a spectrum. This means those affected can experience it in a range of ways. Those with an NLD diagnosis can experience some or all of the symptoms, and to varying degrees.

What are the signs of NLD? A ssets: Great vocabulary and verbal expression Excellent memory skills

Strong auditory retention Strong auditory retention Now for the Deficits:

Poor abstract reasoning Poor abstract reasoning Attention to detail, but misses the big picture Attention to detail, but misses the big picture

Poor social skills; difficulty making and keeping friends Poor social skills; difficulty making and keeping friends Trouble with nonverbal communication, like body language, facial expression and tone of voice Trouble with nonverbal communication, like body language, facial expression and tone of voice

Messy and laborious handwriting Messy and laborious handwriting Poor visual recall, faulty spatial perceptions, and/or difficulties with spatial relations Poor visual recall, faulty spatial perceptions, and/or difficulties with spatial relations

Concrete thinking; taking things very literally Concrete thinking; taking things very literally Trouble understanding reading Trouble understanding reading Difficulty with math, especially word problems Difficulty with math, especially word problems

Fear of new situations Fear of new situations Trouble adjusting to changes Trouble adjusting to changes Physically awkward; poor coordination Physically awkward; poor coordination

Anxiety, depression, low self-esteem Anxiety, depression, low self-esteem May be very naïve and lack common sense May be very naïve and lack common sense May withdraw, becoming agoraphobic (abnormal fear of open spaces) May withdraw, becoming agoraphobic (abnormal fear of open spaces)

How to include a NLD student into your classroom The student with NLD has some issues that need to be addressed and accommodated. According to Thompson (1998), these things are: The student with NLD has some issues that need to be addressed and accommodated. According to Thompson (1998), these things are:

NLD student has difficulty finding his/her way around. Providing a "verbal-rope" to guide the student from place to place; Providing a "verbal-rope" to guide the student from place to place; Rehearsing getting from place to place, with significant markers pointed out verbally. Rehearsing getting from place to place, with significant markers pointed out verbally.

NLD student has difficulty coping with changes in routine and transitions. Providing a predictable and safe environment with a consistent daily routine; Providing a predictable and safe environment with a consistent daily routine; Minimizing transitions and giving several verbal cues to the student before transitions; Minimizing transitions and giving several verbal cues to the student before transitions;

NLD student has difficulty generalizing previously learned information. Using language as the bridge to tie new situations to old learning; Using language as the bridge to tie new situations to old learning; Reviewing past information before presenting new concepts; Reviewing past information before presenting new concepts;

NLD student has difficulty following multi-step instructions. Writing out multi-step instructions; Writing out multi-step instructions; Making sure the student understands your instructions- don't assume that repeating them back to you means that he will remember and can follow through; Making sure the student understands your instructions- don't assume that repeating them back to you means that he will remember and can follow through;

NLD student makes very literal translations. Explaining what you mean by the things you say which may be misinterpreted; Explaining what you mean by the things you say which may be misinterpreted; Simplifying and breaking-down abstract concepts; Simplifying and breaking-down abstract concepts;

NLD student asks too many questions. Answering the student's questions whenever it is possible and practical Answering the student's questions whenever it is possible and practical Specifically teaching the student when it is appropriate to ask for help (i.e. if he will be unable to continue his assignment unless something he doesn't understand is explained to him) and the appropriate methods of doing so; Specifically teaching the student when it is appropriate to ask for help (i.e. if he will be unable to continue his assignment unless something he doesn't understand is explained to him) and the appropriate methods of doing so; Explicitly teaching the rules of polite social conduct, so that the child does not constantly interrupt class activities with his questions. Explicitly teaching the rules of polite social conduct, so that the child does not constantly interrupt class activities with his questions.

NLD student is easily overwhelmed. Having a consistent strategy to employ when the child can no longer cope due to over stimulation, frustration or confusion; Having a consistent strategy to employ when the child can no longer cope due to over stimulation, frustration or confusion; Allowing the child to abstain from participating in activities when she demonstrates any signs of overload; Allowing the child to abstain from participating in activities when she demonstrates any signs of overload;

NLD student may experience heightened sensory experiences. Preparing the environment for the child (eliminating known sensory stressors); Ensuring that this child is placed in a classroom location with the least amount of distraction (usually up at the front of the room, away from visual and auditory sources of "clutter").

NLD student may develop secondary issues with stress and anxiety. Previewing and preparing for all novel situations and transitions in advance; Previewing and preparing for all novel situations and transitions in advance; Providing a consistent and predictable daily routine; Providing a consistent and predictable daily routine;

NLD student imparts the "illusion of competency". Never assuming this child understands what he has read, just because he is a "proficient" reader (has excellent word recognition); Never assuming this child understands what he has read, just because he is a "proficient" reader (has excellent word recognition); Offering added verbal explanations when the child seems "lost" or registers obvious confusion. Offering added verbal explanations when the child seems "lost" or registers obvious confusion.

To get more information on how to include a NLD child into you class please go to: ng_an_Educational_Plan_for_the_Stud ent_with_NLD ng_an_Educational_Plan_for_the_Stud ent_with_NLD ng_an_Educational_Plan_for_the_Stud ent_with_NLD ng_an_Educational_Plan_for_the_Stud ent_with_NLD Developing an Educational Plan for the Student with NLD Developing an Educational Plan for the Student with NLD By: Sue Thompson, M.A., C.E. (1998) By: Sue Thompson, M.A., C.E. (1998)

References/Useful Links Mainstreaming special needs students: Understanding the debate - by Susie Ross - Helium Mainstreaming special needs students: Understanding the debate - by Susie Ross - Helium Mainstreaming special needs students: Understanding the debate - by Susie Ross - Helium Mainstreaming special needs students: Understanding the debate - by Susie Ross - Helium ways-to-help-a-child-with-nld-succeed ways-to-help-a-child-with-nld-succeed ways-to-help-a-child-with-nld-succeed ways-to-help-a-child-with-nld-succeed * * nonverbal-learning-disabilities.gs nonverbal-learning-disabilities.gs nonverbal-learning-disabilities.gs nonverbal-learning-disabilities.gs * *