Nonverbal Learning Disorders
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Transcript of Nonverbal Learning Disorders
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Nonverbal Learning Disorders
Also Known As: Right-Hemisphere Learning Disorders
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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.
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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)
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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
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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
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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
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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
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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
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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?
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Sensory
Physical sensitivity in any of the sensory modes
Visual Auditory Tactile Taste Olfactory
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Servicing NVLD
Performance IQ test CAMS (special education services)
Compensations Accommodations
Assistive technology Modifications Strategies IEP 504
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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
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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
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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
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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
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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.
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The End
For more information visit:
http://www.nldline.com/
http://www.ldonline.org/article/Nonverbal_Learning_Disorders
Presentation created by
Jessica Ready