Reference
- THE NVLD PROJECT
People with Non-Verbal Learning Disability (NVLD) struggle with a range of conditions that include social and spatial disabilities. Often they are marginalized and isolated; consequently, they can experience social barriers throughout their lives.
The NVLD Project is dedicated to raising awareness, building support and creating helpful solutions for children, adolescents, and adults with Non-Verbal Learning Disability. The NVLD Project is a 501(c)(3) nonprofit organization.
Perspectives
Nonverbal Learning Disabilities at Home
Do you know a child who is bright, charming and articulate, but has no friends? A child who showed early signs of intelligence, but is now floundering, academically and emotionally? Children with Nonverbal Learning Disabilities (NLD) are an enigma. They're children with extraordinary gifts and heartbreaking challenges that go far beyond the classroom. Nonverbal Learning Disabilities at Home explores the variety of daily life problems children with NLD may face, and provides practical strategies for parents to help them cope and grow, from preschool age through their challenging adolescent years. The author, herself the parent of a child with NLD, provides solutions to the everyday challenges of the disorder, from early warning signs and self-care issues to social skills and personal safety. User-friendly and highly practical, this book is an essential guide for parents in understanding and living with NLD, and professionals working with these very special children.
A Special Kind of Brain
Sharing the experience of bringing up a child with nonverbal learning disability (NLD), this warm and accessible book offers advice on subjects ranging across diagnosis and therapy, children's interaction with each other, suitable activities for a child with NLD and how to discuss NLD with children. An essential guide, this book will reassure, advise and inform parents and professionals who work with children with NLD.
Nonverbal Learning Disabilities in Children
Although it has yet to be recognized by the American Psychiatric Association's Diagnostic and Statistical Manual (DSM), nonverbal learning disabilities (NVLD) in children are a growing concern. NVLD are receiving increased attention from researchers as well as from clinicians encountering these conditions in their young clients. At the same time, reliable information on effective interventions for NVLD has lagged behind this interest. Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice offers a well-rounded understanding of NVLD, placing it within the context of other developmental disorders, most notably high-functioning autism and Asperger's syndrome. The most current genetic, environmental, and neurobiological theories of and research into the causes of NVLD (e.g., the "white matter model"), in-depth diagnostic methods, and quality interventions are examined. Using an evidence-based approach, this groundbreaking volume: Conceptualizes NVLD as a disorder with subtypes. Differentiates between diagnostic criteria for NVLD and Asperger's Syndrome. Analyzes the co-occurrence of NVLD with other developmental disabilities and psychological disorders. Provides a comprehensive psychoeducational assessment model. Describes efficacious treatments and supports their empirical validation. Offers guidelines for sustaining treatment gains through effective collaboration of school personnel and family members. Nonverbal Learning Disabilities in Children is a must-have reference for researchers, practitioners, and graduate students in school and clinical child psychology, education, speech-language therapy, and other disciplines and professions involved in identifying and treating children with NVLD.
What Is Nonverbal Learning Disability?
- What Is Nonverbal Learning Disability?What do we mean by the term nonverbal learning disabilities (NVLD or NLD)? What are the unique characteristics of individuals whose challenges in learning, attention and behavior are captured by this not-so-well-know and sometimes controversial disorder?
What is NVLD?
- What is NVLD?The NVLD Project founder, Dr. Laura Lemle, hosts a round table discussion with experts in learning disabilities from the Child Psychology Division at Columbia University Medical Center. The roundtable discussion includes what Non-Verbal Learning Disability is, the differences between NVLD and other diagnosis, and the ground-breaking research that Columbia is conducting to make NVLD a valid diagnosis in the DSM.
Online Resources
- Estimated Prevalence of Nonverbal Learning Disability Among North American Children and AdolescentsNonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visual-spatial processing but not in reading or verbal ability; in addition, problems in math calculation, visual executive functioning, fine-motor skills, and social skills are often present. To our knowledge, there are no population-based estimates of the prevalence of NVLD in community samples.
- The Importance of Defining Shared Criteria for the Diagnosis of Nonverbal Learning DisabilityThe interest in nonverbal learning disability (NVLD) has increased during the past several years. NVLD is a relatively unknown neurodevelopment disorder characterized by visuospatial difficulties, such as problems in learning or encoding through pictures, processing gestures or motor patterns, and orienting in space. Children with NVLD usually have good verbal abilities and a refined vocabulary but can develop emotional difficulties.1 The fact that NVLD is still nearly unknown is demonstrated by its absence in the international classification systems.
- Nonverbal Learning Disability: A Tutorial for Speech-Language Pathologists.Nonverbal learning disability (NLD) is a diagnostic category that is unfamiliar to most speech-language pathologists. This brief tutorial describes NLD's characteristics, a theoretical model proposed to explain its source, and areas of overlap between NLD and similar diagnostic categories. The communicative profile, made up of difficulties in pragmatic and semantic language in the presence of relatively preserved syntactic skill, is also discussed. Empirical evidence relevant to NLD is also evaluated. Many questions remain unresolved, but until systematic research provides definitive answers, speech-language pathologists are encouraged to rely on careful description of the individual child's communicative strengths and weaknesses to identify appropriate targets and to focus intervention on improving the child's ability to communicate effectively in everyday contexts.