Evidence For The Subtyping Of Nonverbal Learning Disabilities

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.

Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.

NONVERBAL LEARNING DISABILITIES systematically identifies, describes, and explains the elements and dynamics of the nonverbal learning disabilities (NLD) syndrome--including its neuropsychological, academic, and socioemotional/adaptational aspects. In addition, this groundbreaking work explores the ramifications of the NLD syndrome for both the theoretical and applied aspects of the neuropsychology of learning disabilities in particular and for the field of child-clinical neuropsychology in general.

The syndrome of nonverbal learning disabilities (NLD) is a subtype of learning disabilities whose neuropsychological assets and deficits have predictable academic and psychosocial outcomes. Developed by Byron P. Rourke and elucidated in his previous work, the "white matter model" was designed to encompass the complex manifestations and neurophysiological underpinnings of the NLD syndrome. Now, for the first time, evidence that bears upon the white matter model has been gathered into a single volume. Building upon Rourke's previous work on NLD, Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental Manifestations, further explores the ramifications of NLD in the neuropsychology of learning disabilities and in pediatric neurological disease, disorder, and dysfunction. Following an overview of the white matter model, chapters cover a wide range of pediatric neurological diseases and disorders through which the model is examined with particular attention to its neurophysiological aspects. The diseases and disorders discussed include callosal agenesis, Asperger syndrome, velocardiofacial syndrome, Williams syndrome, de Lange syndrome, early hydrocephalus, Sotos syndrome, congenital hypothyroidism, acute lymphocytic leukemia, metachromatic leukodystrophy, Turner syndrome, fetal alcohol syndrome, multiple sclerosis, traumatic brain injury, and toxicant-induced encephalopathy. Dimensions relevant to both assessment and treatment are raised throughout the work, as are suggestions for future research. Recommended for neuropsychologists, neurologists, psychologists, psychiatrists, and pediatricians treating children with learning disabilities or with pediatric neurological disease, disorder, and dysfunction, Syndrome of Nonverbal Learning Disabilities serves both as an authoritative update on recent advances and as a text for advanced courses in child/developmental neuropsychology, pediatric neurology, and learning disabilities.

The publication of this very important volume comes at a timely juncture in the history of learning disabilities. The focus of this volume is on developing a multidisciplinary understanding of the complexities of the research on learning disabilities and its various sUbtypes. It also will serve as an important compendium of the subtyping literature, particularly with respect to pertinent issues of nosology, specific sUbtyping models, neuro psychological diagnosis, and treatment. As the authors so correctly suggest, the differential diagnosis of learning disabilities subtypes is a critical first step in developing theoretically sound programs of psychoeducational intervention. Clearly, one must have some idea about the general abilities of a child before realistic expectations can be charted. Also, how can one plan a program of intervention without some knowledge of the deficient components of achievement within a do main? Does it not make both conceptual and practical sense to identify an individual's relative strengths and weaknesses so that abilities or strengths can be utilized to optimize functioning in areas of deficit? Although these all sound like reasonable precursors to assisting individuals in need of academic assistance, there are those who would argue otherwise. Impor tantly, however, the Director of the National Institutes of Health, in a recent report to Congress, advocates exactly what this volume proposes. Indeed, there are important needs to be addressed, and the literature reviewed herein strongly supports the conclusions drawn by these authors.

"This book is a comprehensive reference source for emerging research in the identification, diagnosis, and intervention of nonverbal learning disabilities, featuring in-depth coverage on a variety of topics relating to intact nonverbal skills, Nonverbal Learning Disability indicators, disability manifestation, and the dilemmas faced by caregivers and professionals"--

This essential book offers an accessible, evidence-based guide to Nonverbal Learning Disability (NVLD) informed by the most current research, and clinical and educational practice. It provides a thorough explanation of the science behind the condition, alongside ideas, support, and practical tips for managing the everyday challenges of the disorder at school and in family life. Mammarella, Cardillo, and Broitman describe the main characteristics of the condition from both theoretical and practical points of view, as well as examining the similarities and differences between NVLD and other neurodevelopmental disorders. They explore the cognitive and academic weaknesses and strengths of children with NVLD, and the emotional and social difficulties they may experience. The book also provides a systematic review of scientific studies in this field whilst focusing on issues of diagnostic criteria, as well as assessment and intervention strategies. Practical examples are given for teachers and parents to help support children with NVLD in improving their visuospatial and motor skills, as well as peer-social relations, and in promoting the child’s individual abilities. Understanding Nonverbal Learning Disability is essential reading for parents and practitioners in clinical and educational psychology, and health and social care, and students in these fields.