Advertisement
| nonverbal learning disability teaching strategies: NVLD and Developmental Visual-Spatial Disorder in Children Jessica Broitman, Miranda Melcher, Amy Margolis, John M. Davis, 2020-10-17 This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child’s psychology – thoughts, feelings, beliefs – affects his or her functioning and learning. In addition, the book addresses how a child’s experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient’s family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines. |
| nonverbal learning disability teaching strategies: Nonverbal Learning Disabilities at School Pamela Tanguay, 2001-10-01 Topics such as finding the right school, curriculum modifications, and social and emotional issues experienced by children with NLD are covered. The bulk of the book outlines specific teaching strategies, from how to deal with essay questions, to tips on helping the student master long division and ideas for improving reading comprehension. |
| nonverbal learning disability teaching strategies: Nonverbal Learning Disabilities Cesare Cornoldi, Irene C. Mammarella, Jodene Goldenring Fine, 2016-08-12 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 disability teaching strategies: Helping a Child with Nonverbal Learning Disorder Or Asperger's Disorder Kathryn Stewart, 2007 Provides an overview of Asperger's Syndrome and nonverbal learning disorders, offers advice to parents on how to recognize the symptoms of the disorders, and suggests intervention strategies for addressing deficits in visual and spatial functioning, organizational skills, and information processing. |
| nonverbal learning disability teaching strategies: Nonverbal Learning Disabilities at Home Pamela B. Tanguay, Byron P. Rourke, 2001 This book explores the problems children with NLD may face, and provides strategies for parents to help them cope and grow, from preschool age through their challenging adolescent years. The author provides solutions to the everyday challenges of the disorder, from early warning signs and self-care issues to social skills and personal safety. |
| nonverbal learning disability teaching strategies: The Source for Nonverbal Learning Disorders Sue Thompson, 1997-01-01 |
| nonverbal learning disability teaching strategies: Prom Theory Ann LaBar, 2021-03-30 In this heartwarming and whip-smart YA spin on The Rosie Project, a teen girl is determined to prove that love, like all things, should be scientifically quantified…right? Iris Oxtabee has managed to navigate the tricky world of unspoken social interactions by reading everything from neuroscience journals to Wikipedia articles. Science has helped her fit the puzzle pieces into an understandable whole, and she’s sure there’s nothing it can’t explain. Love, for example, is just chemistry. Her best friend Seth, however, believes love is one of life’s beautiful and chaotic mysteries, without need for explanation. Iris isn’t one to back down from a challenge; she’s determined to prove love is really nothing more than hormones and external stimuli. After all, science has allowed humanity to understand more complex mysteries than that, and Iris excels at science. The perfect way to test her theory? Get the popular and newly single Theo Grant, who doesn’t even know Iris exists, to ask her to prom. With prom just two weeks away, Iris doesn’t have any time to waste, so she turns her keen empirical talents and laser-focus attention to testing her theory. But will proving herself correct cause her friendship with Seth—and the tantalizing possibility for something more—to become the failed experiment? |
| nonverbal learning disability teaching strategies: Doctor Dyslexia Dude Shawn Robinson, Inshirah Robinson, 2020-03-02 Doctor Dyslexia Dude is a compelling story of an African-American boy who is also a colorful superhero with dyslexia. |
| nonverbal learning disability teaching strategies: Learning Disorders Peter Westwood, 2017-07-14 What are learning disorders? How can schools endeavour to address these disorders in today’s inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices. The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; nonverbal learning disabilities. Learning Disorders will be of interest to practising teachers, trainee teachers, teaching assistants, educational psychologists, school counsellors and parents. It will also provide valuable insights for any school planning to upgrade its support system for students with special educational needs. |
| nonverbal learning disability teaching strategies: Advising Preservice Teachers Through Narratives From Students With Disabilities Cassidy, Kimberly Dianne, Sande, Beverly, 2021-10-22 The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms. Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students. |
| nonverbal learning disability teaching strategies: Essentials of Specific Learning Disability Identification Vincent C. Alfonso, Dawn P. Flanagan, 2018-03-20 Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new material covering nonverbal learning disability, speech-language impairment, general learning difficulties, and differentially diagnosing SLD from other conditions. Early SLD identification and the right kind of help can raise the trajectory of a child's life. This book provides in-depth information to facilitate accurate identification and appropriate intervention to help you help the children in your care. Understand how SLD manifests in academic performance Learn theory- and research-based approaches to SLD identification Examine the latest information about new aspects of SLD determination Utilize appropriate and effective intervention strategies for student support If a child's learning disability is caught early, and the correct type of support is provided, that child gets the chance to develop the skills that lead to achievement in school and beyond. As a high-incidence disorder, SLD affects 10-15 percent of the general population, making successful identification an essential skill for those who work with children. Essentials of Specific Learning Disability Identification provides authoritative guidance and practical methods that can help you start changing children's lives today. |
| nonverbal learning disability teaching strategies: Helping Children with Nonverbal Learning Disabilities to Flourish Marilyn Martin, 2007 Martin presents a comprehensive developmental profile of children with NLD. She helps parents and professionals to identify learners with NLD and insure they receive early intervention. Offering practical advice on NLD at home and at school, she describes step-by-step interventions for improving a range of skills from penmanship to social acumen. |
| nonverbal learning disability teaching strategies: Understanding Nonverbal Learning Disabilities Maggie Mamen, 2007 This guide offers a complete overview of Nonverbal Learning Disabilities (NLDs) and the wide variety of symptoms that different types of NLD present. Maggie Mamen provides a wealth of practical advice on key skills such as developing written and verbal communication, understanding social clues, managing behaviour, self-regulation and organization. |
| nonverbal learning disability teaching strategies: Executive Function in Education, First Edition Lynn Meltzer, 2011-03-17 This uniquely integrative book brings together research on executive function processes from leaders in education, neuroscience, and psychology. It focuses on how to apply current knowledge to assessment and instruction with diverse learners, including typically developing children and those with learning difficulties and developmental disabilities. The role of executive function processes in learning is examined and methods for identifying executive function difficulties are reviewed. Chapters describe scientifically grounded models for promoting these key cognitive capacities at the level of the individual child, the classroom, and the entire school. Implications for teaching particular content areas—reading, writing, and math—are also discussed. |
| nonverbal learning disability teaching strategies: Understanding Regulation Disorders of Sensory Processing in Children Pratibha Reebye, Aileen Stalker, 2008 This concise book is a valuable source of information for those who assess, educate and parent children with regulation disorders.--BOOK JACKET. |
| nonverbal learning disability teaching strategies: Poverty Is NOT a Learning Disability Tish Howard, Sandy Grogan Dresser, Dennis R. Dunklee, 2009-07-30 Proven strategies for increasing the academic performance of students with low school-readiness skills! Children of low socioeconomic status often enter school with low school-readiness skills, leading them to be misidentified as learning disabled. Educators in Grades K–12 can allocate resources for special education services more effectively and meet the needs of low SES students by preventing students from being placed in the wrong program and by providing readiness supports. Examining proven success stories, the authors provide: Training resources Assessment tools for identifying learning needs Strategies for building collaborative communitywide relationships Data charts proving the success of schoolwide initiatives |
| nonverbal learning disability teaching strategies: Teaching Students With Learning Disabilities Roger Pierangelo, George Giuliani, 2008-05-29 Provides the reader with a very clear understanding of the student with learning disabilities. This book addresses in detail all the possible processing weaknesses and provides strategies to help a student access the general education curriculum. It′s something you can pick up, locate valuable information in, and refer to time and again. —Esther M. Eacho, Special Education Teacher Fairfax County Public Schools, VA Discover how to effectively meet the needs of students with learning disabilities! Learning disabilities (LD) vary with each student, and teaching strategies for learners with LD must be responsive to individual differences. Written in an easy-to-read format by experts in special education, this step-by-step guide presents a comprehensive look at learning disabilities, such as cognitive or memory deficits, social-emotional problems, and dyslexia, and discusses appropriate academic instruction, behavioral interventions, and classroom accommodations for learners with LD. Aligned with the reauthorization of IDEA 2004, this resource also covers communicating with parents, the school′s responsibilities in the special education process, and legal issues for educators and parents. General and special education teachers will find numerous reproducible forms, a complete glossary of terms, and information on topics such as: Promoting positive social interactions IEP development and educational placement options Postsecondary education options, vocational assessments, and other transition services The role of Response to Intervention (RTI) Teaching Students With Learning Disabilities provides an invaluable set of tools to help teachers create a positive learning environment and foster a sense of belonging for all learners. |
| nonverbal learning disability teaching strategies: Building on the Strengths of Students with Special Needs Toby Karten, 2017-03-10 As a must-have reference for busy teachers with little special education training, this book supplies classroom-tested instructional strategies that address the characteristics of and challenges faced by students with special needs. Dozens of differentiated strategies target teachers’ anxieties and provide responsive interventions that can be used to address specifics of IEPs and learning plans. With Building on the Strengths of Students with Special Needs, special education expert Toby Karten focuses on specific disabilities and inclusive curriculum scenarios for learners in K–12 environments. She offers valuable advice on how to prevent labels from capping student potential and encouragement to help teachers continually improve learner outcomes. By highlighting more than a dozen disability labels, this resource walks teachers through the process of reinforcing, motivating, scaffolding, and planning for instruction that targets learners of all ability levels. Included are details relevant to each disability: * Possible Causes * Characteristics and Strengths * Classroom Implications * Inclusion Strategies Typical instruction needs to match the diversity of atypical learners without viewing any disability as a barrier that impedes student achievement. Teachers must not only learn how to differentiate their approach and target specific student strengths but also maintain a positive attitude and belief that all students are capable of achieving self-efficacy. |
| nonverbal learning disability teaching strategies: Understanding Nonverbal Learning Disability Irene C. Mammarella, Ramona Cardillo, Jessica Broitman, 2021-06-21 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. |
| nonverbal learning disability teaching strategies: Medical and Educational Perspectives on Nonverbal Learning Disability in Children and Young Adults Rissman, Barbara, 2015-09-04 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-- |
| nonverbal learning disability teaching strategies: Improving Adult Literacy Instruction National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, 2012-04-26 A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. |
| nonverbal learning disability teaching strategies: Understanding Nonverbal Learning Disabilities Maggie Mamen, 2007-10-15 This guide offers a complete overview of Nonverbal Learning Disabilities (NLDs) and the wide variety of symptoms that different types of NLD present. Maggie Mamen provides a wealth of practical advice on key skills such as developing written and verbal communication, understanding social clues, managing behaviour, self-regulation and organization. |
| nonverbal learning disability teaching strategies: Treating NVLD in Children Jessica Broitman, John M. Davis, 2013-03-14 Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD – as well as the array of treatment variables – even seasoned practitioners may find themselves in confusing situations. Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world. Among the book’s key features are: A new four-subtype model of NVLD, with supporting research. A brief guide to assessment, transmitting results, and treatment planning. Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD. Material specific to improving reading, writing, and mathematics. Overview of issues in emotional competency and independent living. An instructive personal account of growing up with NVLD. Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists. |
| nonverbal learning disability teaching strategies: Employment for Individuals with Asperger Syndrome Or Non-verbal Learning Disability Yvona Fast, 2004 Most people with Non-Verbal Learning Disorder or AS are underemployed. This book sets out to change this. With practical advice on everything from job hunting to interview techniques, from 'fitting in' in the workplace to whether or not to disclose a diagnosis, this book guides people with NLD or AS successfully through the employment mine field. |
| nonverbal learning disability teaching strategies: NLD from the Inside Out Michael Brian Murphy, 2016 Offering invaluable advice for teenagers and young adults with Nonverbal Learning Disabilities (NLD), this book explains what NLD is, how to understand your NLD brain, and how to thrive socially and academically. The book also includes guidance for parents, teachers and therapists on the issues that people with NLD want them to know. |
| nonverbal learning disability teaching strategies: Pediatric Neurology Kenneth F. Swaiman, Stephen Ashwal, Donna M. Ferriero, 2006-01-01 This Gold Standard in clinical child neurology presents the entire specialty in the most comprehensive, authoritative, and clearly written fashion. Its clinical focus, along with relevant science, throughout is directed at both the experienced clinician and the physician in training. New editor, Dr. Ferriero brings expertise in neonatal neurology to the Fourth Edition. New chapters: Pathophysiology of Hypoxic Ischemic Encephalopathy, Congenital Disorders of Glycosylation, Pediatric Neurotransmitter Diseases, Neurophysiology of Epilepsy, Genetics of Epilepsy, Pediatric Neurorehabilitation Medicine, Neuropsychopharmacology, Pain and Palliative Care Management, Ethical Issues in Child Neurology |
| nonverbal learning disability teaching strategies: The Hidden Curriculum Brenda Smith Myles, Melissa L. Trautman, Ronda L. Schelvan, 2004-01-01 Offers advice and suggestions for acceptable social skills for individuals with social-cognitive problems. |
| nonverbal learning disability teaching strategies: Learning Strategies for Problem Learners Thomas P. Lombardi, 1992 This pamphlet offers guidelines for educators who want to improve their use of strategy instruction with students who have inefficient and/or ineffective learning strategies. Specific examples of strategic teaching are provided for improving general and academic performance, and suggestions are given on how to create a strategic environment consistent with strategic teaching. The pamphlet begins with an outline of the steps in acquiring a learning strategy. It then discusses strategies for improving general performance, including strategies in the areas of organization, time management, memory, test taking, social skills, speech, and handwriting. Strategies for improving academic performance in the areas of reading and writing, spelling, mathematics, and other content areas are then described. Suggestions for creating a supportive environment for strategy learning in the home and school are provided. Guidelines for teaching strategically are noted, such as use of advanced organizers, brainstorming, motivating and activating students, modeling, providing feedback, and use of post-organizers. (Contains 55 references.) (JDD) |
| nonverbal learning disability teaching strategies: Comic Strip Conversations Carol Gray, 2019-02-22 Carol Gray combines stick-figures with conversation symbols to illustrate what people say and think during conversations. Showing what people are thinking reinforces that others have independent thoughts—a concept that spectrum children don't intuitively understand. Children can also recognize that, although people say one thing, they may think something quite different—another concept foreign to concrete-thinking children. Children can draw their own comic strips to show what they are thinking and feeling about events or people. Different colors can represent different states of mind. These deceptively simple comic strips can reveal as well as convey quite a lot of substantive information. The author delves into topics such as: What is a Comic Strip Conversation? The Comic Strip Symbols Dictionary Drawing “small talk Drawing about a given situation Drawing about an upcoming situation Feelings and COLOR |
| nonverbal learning disability teaching strategies: RTI Strategies for Secondary Teachers Susan Gingras Fitzell, 2011-09-21 A “strategy bank” for secondary teachers This book offers a bank of proven RTI strategies for Grades 6–12, including easy-to-implement interventions and sample lessons that improve achievement for all students. |
| nonverbal learning disability teaching strategies: Mental Disorders and Disabilities Among Low-Income Children National Academies of Sciences, Engineering, and Medicine, Institute of Medicine, Board on Children, Youth, and Families, Board on the Health of Select Populations, Committee to Evaluate the Supplemental Security Income Disability Program for Children with Mental Disorders, 2015-10-28 Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment. |
| nonverbal learning disability teaching strategies: Effective Teaching Strategies for Dyscalculia and Learning Difficulties in Mathematics Marie-Pascale Noël, Giannis Karagiannakis, 2022-03-28 Effective Teaching Strategies for Dyscalculia and Learning Difficulties in Mathematics provides an essential bridge between scientific research and practical interventions with children. It unpacks what we know about the possible cognitive causation of mathematical difficulties in order to improve teaching and therefore learning. Each chapter considers a specific domain of children’s numerical development: counting and the understanding of numbers, understanding of the base-10 system, arithmetic, word problem solving, and understanding rational numbers. The accessible guidance includes a literature review on each topic, surveying how each process develops in children, the difficulties encountered at that level by some pupils, and the intervention studies that have been published. It guides the reader step-by-step through practical guidelines of how to assess these processes and how to build an intervention to help children master them. Illustrated throughout with examples of materials used in the effective interventions described, this essential guide offers deep understanding and effective strategies for developmental and educational psychologists, special educational needs and/or disabilities coordinators, and teachers working with children experiencing mathematical difficulties. |
| nonverbal learning disability teaching strategies: Understanding Working Memory Tracy Packiam Alloway, Ross G. Alloway, 2014-10-27 It is hard to conceive of a classroom activity that does not involve working memory – our ability to work with information. In fact, it would be impossible for students to learn without working memory. From following instructions to reading a sentence, from sounding out an unfamiliar word to calculating a math problem, nearly everything a student does in the classroom requires working with information. Even when a student is asked to do something simple, like take out their science book and open it to page 289, they have to use their working memory. Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don’t – approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn’t living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn’t solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student’s prospects. This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential. How does the book work? Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of strategies: general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey. The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student. The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also includes: Try It box: Provides the reader with an opportunity to have a hands-on understanding of the material Science Flash box: Gives the reader a snapshot of current and interesting research related to each chapter Current Debate box: Discusses a controversial issue pertaining to the disorder Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents. |
| nonverbal learning disability teaching strategies: Assistive Technology in the Classroom Amy G. Dell, Deborah A. Newton, Jerry G. Petroff, 2016-02-22 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths. |
| nonverbal learning disability teaching strategies: A Self Analysis of Teaching Strategies for Students with Nonverbal Learning Disabilities Evelyn Cameron, 2004 |
| nonverbal learning disability teaching strategies: Complete Learning Disabilities Handbook Joan M. Harwell, 2001 |
| nonverbal learning disability teaching strategies: The Essentials Pamela Brillante, 2017 Introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will help teachers ensure that all children meet their potential. |
| nonverbal learning disability teaching strategies: PDA by PDAers Sally Cat, 2018 To think of PDA as merely involving demand avoidance is to me akin to thinking of tigers as merely having stripes. This book is a unique window into adult Pathological Demand Avoidance (PDA), exploring the diversity of distinct PDA traits through the voices of over 70 people living with and affected by the condition. Sally Cat, an adult with PDA, has successfully captured the essence of a popular online support group in book form, making the valuable insights available to a wider audience, and creating a much-needed resource for individuals and professionals. Candid discussions cover issues ranging from overload and meltdowns, to work, relationships and parenting. This is a fascinating and sometimes very moving read. |
| nonverbal learning disability teaching strategies: Exceptional Lives Dorothy Leal, Marilyn Shank, 1998-07 The Student Study guide is designed to provide you with a flexible, comprehensive review of the material presented in each chapter. The format for each chapter review is as follows: Chapter Overview; Chapter At-A-Glance; Guided Review; Application Exercises; Answers To Chapter Margin Questions; Sample Quiz; Answers To Application Exercises And Quiz; Resources. |
| nonverbal learning disability teaching strategies: Teaching Strategies to Improve Abilities in Students with Nonverbal Learning Disorders (NLD) G. Ron Langford (Jr), 2002 |
9 Types of Nonverbal Communication - Verywell Mind
Jan 30, 2025 · Nonverbal communication is essential for conveying information and meaning. Learn about nine types of nonverbal communication, with examples and tips for improving.
Nonverbal communication - Wikipedia
Nonverbal communication is the transmission of messages or signals through a nonverbal platform such as eye contact (oculesics), body language (kinesics), social distance (proxemics), touch …
NONVERBAL Definition & Meaning - Merriam-Webster
The meaning of NONVERBAL is not verbal. How to use nonverbal in a sentence.
nonverbal communication - Encyclopedia Britannica
Jun 9, 2025 · Nonverbal communication, transfer of information from one person to another without the use of words or spoken language. Nonverbal communication can occur in a variety of ways, …
Nonverbal Communication: Definition, Types, & Examples
Nonverbal communication is all our behaviors beside speech that communicate our thoughts and feelings. Read on to learn about the different types and examples of nonverbal communication.
What is Nonverbal Communication? 10 Types & Examples - BetterUp
Nonverbal communication is a part of daily life - but what does it really mean? Here are 10 different types of nonverbal communication with examples.
60 Nonverbal Communication Examples - Helpful Professor
May 29, 2023 · Nonverbal communication is the process of communicating without using words. It involves body language, facial expressions, gestures, eye contact, posture, and tone of voice. …
9 Types of Nonverbal Communication - Verywell Mind
Jan 30, 2025 · Nonverbal communication is essential for conveying information and meaning. Learn about nine types of nonverbal communication, with examples and tips for improving.
Nonverbal communication - Wikipedia
Nonverbal communication is the transmission of messages or signals through a nonverbal platform such as eye contact (oculesics), body language (kinesics), social distance …
NONVERBAL Definition & Meaning - Merriam-Webster
The meaning of NONVERBAL is not verbal. How to use nonverbal in a sentence.
nonverbal communication - Encyclopedia Britannica
Jun 9, 2025 · Nonverbal communication, transfer of information from one person to another without the use of words or spoken language. Nonverbal communication can occur in a variety …
Nonverbal Communication: Definition, Types, & Examples
Nonverbal communication is all our behaviors beside speech that communicate our thoughts and feelings. Read on to learn about the different types and examples of nonverbal communication.
What is Nonverbal Communication? 10 Types & Examples
Nonverbal communication is a part of daily life - but what does it really mean? Here are 10 different types of nonverbal communication with examples.
60 Nonverbal Communication Examples - Helpful Professor
May 29, 2023 · Nonverbal communication is the process of communicating without using words. It involves body language, facial expressions, gestures, eye contact, posture, and tone of voice. …
