Non-Verbal Learning Disabilities

Non-Verbal Learning Disabilities

A disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination.

Has trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.

Non-Verbal Learning Disability (NVD or NVLD), is a disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills.

Signs and Symptoms

·         Has trouble recognizing nonverbal cues such as facial expression or body language

·         Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects

·         Using fine motor skills a challenge: tying shoes, writing, using scissors

·         Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy

·         Has difficulty coping with changes in routing and transitions

·         Has difficulty generalizing previously learned information

·         Has difficulty following multi-step instructions

·         Make very literal translations

·         Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson

·         Imparts the “illusion of competence” because of the student’s strong verbal skills

Strategies

·         Rehearse getting from place to place

·         Minimize transitions and give several verbal cues before transition

·         Avoid assuming the student will automatically generalize instructions or concepts

·         Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material

·         Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school

·         Allow the child to abstain from participating in activities at signs of overload

·         Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal

·         Implement a modified schedule or creative programming

·         Never assume child understands something because he or she can “parrot back” what you’ve just said

·         Offer added verbal explanations when the child seems lost or registers confusion