Learning disabilities are considered to be neurobehavioral disorders (Stewart 2002 p. 4). These disorders are classified as an abnormality in the way that the brain processes information (Stewart 2002 p. 4). It should be noted that neurobehavioral disorders are not considered intellectual disabilities, but rather a difference in cognition, as well as difficulties in the way an individual understands outside stimuli and how the person interacts with the world (Stewart 2002 p. 4). Though learning disorders have traditionally been defined as disorders that explain verbal deficits, recently, there has been a shift in changing the definition of learning disorders to neuropsychological disorders that affect learning and behavior (Grodzinsky et al., 2010 p. 435). Nonverbal Learning Disorder is an example of a disorder that is classified as a neurobehavioral disorder in which the right hemisphere of the brain is affected (Harendek & Rouke 1994 p. 144, Stewart 2002 p. 4). This paper contains a literature review of information pertaining to Nonverbal Learning Disorder.
Nonverbal Learning Disorder is characterized by sets of both strengths and weaknesses (Casey 2012 pp. 35-36, Forrest 2004 p. 129, Harendek & Rouke 1994 p. 144, Grodzinsky et al., 2010 p. 436). However, in recent years, it has become evident that there is not a clear definition of Nonverbal Learning Disorder, and what it entails (Forrest 2004, p. 131, Grodzinsky et al. 2010, p. 434). In essence, each case of Nonverbal Learning Disorder may present differently (Forrest 2004, p. 131, Grodzinsky et al. 2010, p. 434). Individuals with Nonverbal Learning Disorder may experience difficulties in areas such as visual-spatial processing, tactile perception, psychomotor areas, and non...
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...perger’s Syndrome A parent’s guide. (3-18). Oakland: New Harbinger Publications.
Tanguay, P.B. (2001). NLD-What is it?. Nonverbal Learning Disabilities at home: A parent’s guide. (14-23). London: Jessica Kingsley Publishers.
Tsatanais, K. D., & Rouke, B.P. (1995). Conclusions and Future Directions. In B.P. Rouke (Ed.) Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental Manifestations (1-26). New York: Guiliford Press.
Tuller, B., Jantzen, K.J., Olvera, D., Steinberg, F., & Kelso, J.A.S. (2007). The influence of instruction modality on brain activation in teenagers with Nonverbal Learning Disabilities: Two case histories. Journal of Learning Disabilities. 40(4), 348-259.
Whitney, R.V. (2002). Inside the World of Nonverbal Learning Disorder. Bridging the gap: Raising a child with Nonverbal Learning Disorder. (33-51). New York: Berkley Publishing Group.
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
A: Child was alert and compliant most of the time. He was able to follow the sequence of task for obstacle course with min verbal, visual and tactile cues. He was noted to exhibit good attention span with the speech therapist in answering questions from buddy bear book. However, he exhibited difficulty in distinguishing color of jumbo beads during the structured sit-down activity.
The topic for today’s reading was, Interpreting the Language Assessment. In one of the assigned readings, Interpreting the Behavioral Language Assessment, emphasized that the purpose of the behavioral assessment is to provide the tester with enough information to design an individualized language intervention program for a specific child. Therefore, to establish an effective intervention program for particular child the tester must identify the most appropriate starting point for initial training. The tester should review each skill in relation to the entire set of skills identified in the assessment. It is usually best to focus on the development of a few key language areas at one time, even though the child may have weaknesses in several of the areas reviewed by the assessment. Also, it is important that the tester not simply pick the areas with the lowest scores and recommend training begin in those areas, because is very important to ensure that the instructor is able to observe the learner acquiring skills relatively short period of time, in order to maintain his motivation to continue conducting language training activities. Only a few areas are selected for the initial intervention, and the focus of the intervention will be continuously changed as the student acquires new skills. Finally, the language intervention program develops the child’s skills such that he could score at least a five on each of the areas of the assessment. This score of five in a specific area may indicate that a particular skill area may not require as intensive intervention as those skills with a lower score. Furthermore, for the second reading, The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism, stated t...
Byron P. Rourke, PhD is one of the psychologists who has done the most work regarding NLD. In his book Nonverbal Learning Disabilities: The Syndrome and the Model, he describes seven characteristics shown by children with NLD. They are (1) “Spatial organizations.” (2) “Visual detail.” (3) “Procedural Errors.” (4) “Failure to shift psychological sets.” (5) Graphomotor Skills. (6) “Memory.” And (7) “Judgment and Reasoning.” (Rourke 31-32). The difficulties vary from person to person, but those were the most common.
Owens, Robert E., Dale E. Metz, and Kimberly A. Farinella. Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective. Four ed. Upper Saddle River: Pearson Education, 2011. 194-216. Print.
The author emphasises a unique approach to each individual who falls on the spectrum because each problem can be approached numerous ways to find a proficient solution. The author advocates that each individual experiencing ASD find a program or learning approach that works favorably for them. Siegel denotes that no two educational programs or teaching methods are the same, nor is there any program that is more effective than the other. When choosing a program, one must consider personal ability, necessary accommodations, and whether or not the curriculum is developmentally appropriate.
Johnson & Myklebust defined Nonverbal Learning Disability from the previous term disorders of social imperceptions. They found that students with NVLD had deficits with verbal language when it came to comprehending social verbal cues. Additionally, they also found that students with NVLD had had various deficits in math as well as handwriting that ultimately interfered with their academic achievement in school. According to John & Myklebust (1967) Myklebust further discussed that NVLD was a specific type of learning disability that has an assortment of
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
Nonverbal communication is rich in meaning. Everyone communicates through nonverbal gestures and motions. I realized that you can decipher a lot from an individual or individuals by just paying close attention to what they do, and that words are not really necessary. Watching two people interacting, I figured that they are really close by their space communication, eye language, and body movements.
Hickson, M. I. and Stacks, D. W. (1989). Nonverbal Communication: Studies and Applications. Dubuque, Iowa: Wm. C. Brown, 1989.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
These five developmental disorders are commonly known as Autism Spectrum Disorders. “The most common are Autism, Asperger's syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (www.learningdisabilitiesinfo.com).” Severe Autism, Rett Syndrome, and CDD are usually recognized before a child reaches the age of three. However, high-functioning Autism and Asperger’s are often times not discovered until a child enters school. High-functioning Autism and Asperger’s are frequently compared, considering children with these disorders express the same traits and characteristics. Conversely, the main difference between the two disorders is pragmatics, or language skills. A child with Asperger’s Syndrome is capable of communicating, but due to their social and developmental impairments, they cannot appropriately communicate with their peers. On the other hand, a child with Autism lacks language skills and requires spec...
Nonverbal communication is a very important aspect of communication. It can complement and contradict your verbal messages, as well as help regulate conversations. Some examples of nonverbal communication include gestures, facial expressions, touch, and proxemics. Gestures can be simple, such as waving hello, throwing up a peace sign, and even flipping the bird. However, even repetitive habits such as tapping nails on a desk or bouncing your foot up and down are forms of gestures. In the research article, “Nonverbal Communication as a pain reliever: the impact of physician supportive nonverbal behavior on experimentally induced pain,” Ruben, Blanch-Hartigan, and Hall explore the effects that nonverbal communication have on patients in pain.
Found information states that “nonverbal communication is the process of transporting messages through behaviors, physical characteristics and objects”. Its how and what we use in order to express our feelings and say things. Using symbols is a way of using nonverbal communication. Also nonverbal communication is the way we use body language and gestures too. Nonverbal communication is often used unconsciously. When using the certain communication it can be misinterpreted also. There are many different categories of nonverbal communication. They are the following: Aesthetics, Artifacts, Chronemics, Haptics, Kinesics, Paralanguage, Physical Appearance, Proxemics, and Oculesics.
Ehrler, D. J., & McGhee, R. (2008). Primary Test of Nonverbal Intelligence. Retrieved from EBSCOhost.