1. Dr. Maggie Mamen Psychologist PD presentation OCDSB February 2013 UNDERSTANDING AND SUPPORTING STUDENTS WITH NONVERBAL LEARNING DISABILITIES

2. Understanding Prediction Prediction Management Management

3. DIAGNOSIS OF LEARNING DISABILITIES  Thinking/reasoning skills at least average  Measurable learning impairments  Or grade-appropriate but with ++ help  Deficits in psychological processes related to learning impairments  Language/auditory processing deficits  Nonverbal difficulties; pattern recognition  Memory/attention problems  Executive functioning  Life-long - affect academics, workplace, relationships …

4. ISSUES SPECIFIC TO NLD 1. Language strengths and weaknesses 2. Pattern recognition 3. Ability to visualize

5. LANGUAGE STRENGTHS  vocabulary  acquisition of factual information  listening memory  immediate, short- and long-term  verbal reasoning  abstract, applied  rule-based rote learning

6. LANGUAGE WEAKNESSES  “concrete” language/face value  humour, sarcasm, irony, analogies …  pragmatic language  conversational skills  appropriate tone, vocabulary  when enough is enough  nonverbal communication  tone, gestures, body language, facial expressions …

7. PATTERN RECOGNITION  major function of the central nervous system  primal need for survival, safety  auditory/verbal  visual/spatial  fine/gross motor  behavioural/social patterns

8. VISUAL/SPATIAL PATTERNS  ability to process simultaneous information  facial recognition, attachment, socialization  recognition of danger …  mobility, directionality  body language, gesture, facial expressions  prediction of emotion, reaction  personal space, social distance  sense of time, quantity, speed

11. GROSS/FINE MOTOR PATTERNS  balance, coordination  self in space, orientation, directionality  “body memories”  sports …  individual versus team  game “patterns”  dexterity, handwriting  relationship to visual system, memory

12. VISUALIZATION Past short- and long-term visual memory, “mind’s eye,” learning from past experience Present creating pictures in the mind to accompany words, back-up for auditory memory Future foreseeing, predicting situations, imagining ?

13. PREDICTABLE ACADEMIC PROBLEMS Math and math-based subjects – concepts, relationships among numbers, time, measurement, geometry, word problems … Language-based subjects – nuance, between-the-lines, “voice,” intent, humour, irony, inference, character issues, imagination … Charts, maps, graphs … Projects/tests – “shape,” time management, extracting relevant information, paraphrasing, when enough is enough, keyboarding/software skills

14. TEACHING ESSENTIALS THE FOUR Rs Rule-based Repetition Rote Routines

15. MORE RULES OF THUMB PROVIDE “pictures” BRIDGE verbal/nonverbal SMART goals Specific, Measurable, Attainable, Realistic, Timely SUPPORT for organizational skills not innate, recognizing personality issues … SIMPLE choices, consistent follow-through TRANSITION to independent learning do, direct, teach, encourage, supervise, delegate

16. CONTACT INFORMATION Dr. Maggie Mamen Centrepointe Professional Serviceswww.centrepointepros.com 98 Centrepointe Drive mmamen@rogers.com Nepean, ON Telephone: (613) 228-1174 x 28 K2G 6B1 Fax: (613) 228-2756 Publications: Understanding Nonverbal Learning Disabilities: A Common-sense Guide for Parents and Professionals; Jessica Kingsley Publishers, 2007 Available as e-book, on Amazon, or from above address The Pampered Child Syndrome; Creative Bound, 2004; Jessica Kingsley 2006 Available as e-book, on Amazon, or from above address Who’s In Charge? and Laughter, Love & Limits Creative Bound, 1997 and 1998 Available as e-books only ParentPower! Lost and Found DVD, available from above address only