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| nonverbal learning disabilities the syndrome and the model: Nonverbal Learning Disabilities Byron Patrick Rourke, 1989-05-05 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. |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: A Special Kind of Brain Nancy Burger, 2004-06-15 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 the syndrome and the model: Nonverbal Learning Disabilities at School Pamela B. Tanguay, 2002 (Jessica Kingsley) Companion to the author's Nonverbal Learning Disabilities at Home. Text of practical suggestions and ideas for methods that can be utilized to meet the challenges of educating the child with Nonverbal Learning Disability (NLD). For teachers and parents. Softcover. |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: Nonverbal Learning Disabilities in Children John M. Davis, Jessica Broitman, 2011-05-12 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. |
| nonverbal learning disabilities the syndrome and the model: Bridging the Gap Rondalyn Varney Whitney, 2002-04-02 “A special-needs guide that comes to the rescue” (Carol Stock Kranowitz, author of The Out-of-Sync Child) of those who struggle with an increasingly common condition. Millions of children suffer from Nonverbal Learning Disorder, a neurological deficit that prevents them from understanding nonverbal cues like tone of voice and facial expressions. Though they can be exceptionally bright and articulate, these children often have difficulty in social situations, and can become depressed, withdrawn, or anxious. Varney Whitney, a pediatric occupational therapist and the parent of a child with NLD, offers practical solutions, the latest information, and all-new activities that will help parents put their child on the path to a happy, fulfilling life. Topics include: Getting a diagnosis Developing a treatment plan Helping your child make friends Dealing with setbacks |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: The Source for Nonverbal Learning Disorders Sue Thompson, 1997-01-01 |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: Socially ADDept Janet Z. Giler, 2010-12-20 Decodes the often confusing rules of social behavior for all children Socially ADDept helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and professionals need to know to help kids learn social skills in simple, concise explanations. The book is divided into eight sections that educators can use as teaching units or parents can work through one week (or month) at a time. Includes a way for children to see themselves and how their behavior looks to others Deciphers the complex rules of nonverbal language into friendly, bite-sized morsels that kids can understand Offers a field-tested collection of suggestions and strategies for parents and professionals who want to enhance a child's social competence Socially ADDept is presented in a hands-on workbook format, complete with reproducible student worksheets that are also available for free download from the publisher web site. |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: Progress in Learning Disabilities Helmer R. Myklebust, 1968 |
| nonverbal learning disabilities the syndrome and the model: Non-Verbal Learning Disabilities Marieke Molenaar-Klumper, 2002-06-30 The author provides an overview of the opinions expressed about NLD. She describes the cognitive, psychometric, socio-emotional and visual aspects, and also discusses how it can be diagnosed and how it associates itself with other conditions. She concludes by suggesting practical treatment strategies that can be applied at home and in school. |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: Nonverbal Learning Disabilities in Children John M. Davis, Jessica Broitman, 2011-05-04 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. |
| nonverbal learning disabilities the syndrome and the model: Understanding Asperger Syndrome and High Functioning Autism Gary B. Mesibov, Victoria Shea, Lynn W. Adams, 2001-08-31 This volume, the first in the series, explores the high-functioning group of people within the spectrum of autism disorders. It is the culmination of over a decade of clinical work and research, including the most current information available about this group. Written in a style that is accessible to both seasoned clinicians and concerned lay persons, this volume is a unique resource. |
| nonverbal learning disabilities the syndrome and the model: Diagnosing Learning Disorders, Second Edition Bruce F. Pennington, 2008-10-17 This book has been replaced by Diagnosing Learning Disorders, Third Edition, ISBN 978-1-4625-3791-4. |
| nonverbal learning disabilities the syndrome and the model: Attention Deficit Disorder Thomas E. Brown, 2005-01-01 A new understanding of ADD, along with practical information on how to recognize and treat the disorder A leading expert in the assessment and treatment of Attention Deficit Disorder/Attention Deficit/Hyperactivity Disorder dispels myths and offers reassuring, practical information about treatments. Drawing on recent findings in neuroscience and a rich variety of case studies from his own clinical practive, Dr. Thomas E. Brown describes what ADD syndrome is, how it can be recognized at different ages, and how it can best be treated.This is the first book to address the perplexing question about ADD: how can individuals, some very bright, be chronically unable to pay attention, yet be able to focus very well on specific tasks that strongly interest them? Dr. Brown disputes the willpower explanation and explains how inherited malfunctions of the brain's management system prevent some people from being able to deal adequately with challenging tasks of childhood, adolescence, and adulthood. His book is an authoritative and practical guide for physicians and psychologists, parents and teachers, and the 7 to 9 percent of persons who suffer from ADD/ADHD. |
| nonverbal learning disabilities the syndrome and the model: Child Neuropsychology Byron P. Rourke, Dirk J. Bakker, John L. Fisk, John D. Strang, 1991-03-22 |
| nonverbal learning disabilities the syndrome and the model: Helping Children with Nonverbal Learning Disabilities to Flourish Marilyn Martin Zion, 2007-04-15 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 disabilities the syndrome and the model: Eating Disorders in Children and Adolescents Daniel Le Grange, James Lock, 2011-09-20 Bringing together leading authorities, this comprehensive volume integrates the best current knowledge and treatment approaches for eating disorders in children and adolescents. The book reveals how anorexia nervosa, bulimia nervosa, and other disorders present differently developmentally and explains their potentially far-reaching impact on psychological, physical, and neurobiological development. It provides guidelines for developmentally sound assessment and diagnosis, with attention to assessment challenges unique to this population. Detailed descriptions of evidence-based therapies are illustrated with vivid case examples. Promising directions in prevention are also addressed. A special chapter offers a parent's perspective on family treatment. |
| nonverbal learning disabilities the syndrome and the model: Carly's Voice Arthur Fleischmann, Carly Fleischmann, 2012-03-27 The father of a child who was diagnosed as autistic at the age of two describes the intensive therapies that were pursued before Carly had a breakthrough at the age of ten, when she began using her computer to communicate. |
| nonverbal learning disabilities the syndrome and the model: Bipolar Disorder Vulnerability Jair Soares, Consuelo Walss-Bass, Paolo Brambilla, 2018-06-12 Bipolar Disorder Vulnerability: Perspectives from Pediatric and High-Risk Populations synthesizes our current understanding of high-risk and pediatric populations to aid readers in identifying markers of vulnerability for the development of bipolar disorder, with an ultimate goal of the development of drug targets and other therapies for early diagnosis and treatment. The book provides readers with an understanding of biological and environmental factors influencing disease manifestation that will aid them in defining discrete clinical stages and, importantly, establish an empirical basis for the application of novel therapeutics in a phase of illness during which specific treatments could more effectively alter disease course. Whereas most of the literature available on the pathophysiological mechanisms of bipolar disorder focuses on chronically ill adult individuals, this represents the only book that specifically examines pediatric and high-risk populations. An estimated 30 to 60 percent of adult bipolar disorder patients have their disease onset during childhood, with early-onset cases representing a particularly severe and genetically loaded form of the illness. |
| nonverbal learning disabilities the syndrome and the model: Developmental Cognitive Neuropsychology Christine Temple, 2014-06-03 How independent are different cognitive skills during development? Is the modularity seen in the studies of adult neuropsychology disorders mirrored by modularity in development? Are developmental neuropsychological disorders explicable against cognitive models? What restrictions are there to developmental plasticity? How many routes are there to competence? Is there a single developmental pathway? What do disorders of cognitive development tell us about normal developmental processes? These are some of the questions addressed by this text. In certain cognitive domains, such as the analysis of reading and spelling disorders, the field is well developed, with extensive studies of the development of dyslexias and dysgraphias. In other areas, such as the analysis of perceptual spatial disorders, pertinant studies are beginning, as in the analysis of developmental face recognition disorders, and the exploration of spatial disorders of Williams' syndrome. In these areas, interesting routes for future inquiry are also evident. The text of this book is organized around seven key cognitive areas, within which the developmental disorders are addressed in turn: language, memory, perception, reading, spelling, arithmetic and executive skills. The first three of this list may be considered the core areas of cognition; the second three involve specific cultural transmission in their acquisition; and the third, concerns higher order processes. The major emphasis of the text is upon developmental rather than acquired disorders. Throughout, case studies are used to convey an impression of the cases themselves, and to illustrate how dissociations in performance are displayed. |
| nonverbal learning disabilities the syndrome and the model: 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 disabilities the syndrome and the model: 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 disabilities the syndrome and the model: Essentials of Specific Learning Disability Identification Vincent C. Alfonso, Dawn P. Flanagan, 2018-04-03 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 disabilities the syndrome and the model: Psychodynamic Diagnostic Manual, Second Edition Vittorio Lingiardi, Nancy McWilliams, 2017-06-20 Now completely revised (over 90% new), this is the authoritative diagnostic manual grounded in psychodynamic clinical models and theories. Explicitly oriented toward case formulation and treatment planning, PDM-2 offers practitioners an empirically based, clinically useful alternative or supplement to DSM and ICD categorical diagnoses. Leading international authorities systematically address personality functioning and psychological problems of infancy, childhood, adolescence, adulthood, and old age, including clear conceptualizations and illustrative case examples. Purchasers get access to a companion website where they can find additional case illustrations and download and print five reproducible PDM-derived rating scales in a convenient 8 1/2 x 11 size. New to This Edition *Significant revisions to all chapters, reflecting a decade of clinical, empirical, and methodological advances. *Chapter with extended case illustrations, including complete PDM profiles. *Separate section on older adults (the first classification system with a geriatric section). *Extensive treatment of psychotic conditions and the psychotic level of personality organization. *Greater attention to issues of culture and diversity, and to both the clinician's and patient's subjectivity. *Chapter on recommended assessment instruments, plus reproducible/downloadable diagnostic tools. *In-depth comparisons to DSM-5 and ICD-10-CM throughout. Sponsoring associations include the International Psychoanalytical Association, Division 39 of the American Psychological Association, the American Psychoanalytic Association, the International Association for Relational Psychoanalysis & Psychotherapy, the American Association for Psychoanalysis in Clinical Social Work, and five other organizations. |
| nonverbal learning disabilities the syndrome and the model: Syndrome of Nonverbal Learning Disabilities Byron P. Rourke, 1995-06-23 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. |
| nonverbal learning disabilities the syndrome and the model: Encyclopedia of Special Education Cecil R. Reynolds, Elaine Fletcher-Janzen, 2007-02-26 The Third Edition of the highly acclaimed Encyclopedia of Special Education has been thoroughly updated to include the latest information about new legislation and guidelines. In addition, this comprehensive resource features school psychology, neuropsychology, reviews of new tests and curricula that have been developed since publication of the second edition in 1999, and new biographies of important figures in special education. Unique in focus, the Encyclopedia of Special Education, Third Edition addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. |
| nonverbal learning disabilities the syndrome and the model: Therapist's Guide to Learning and Attention Disorders Aubrey H Fine, Ronald A. Kotkin, 2003-10-07 Practitioners seeking the most current advances in the field of ADHD and LD must often bridge the gap between research and practice. The Therapist's Guide to Learning and Attention Disorders provides that bridge through the authors, who are both researchers and practitioners with extensive experience in providing direct services to children and adults with ADHD and LD. Practitioners are often faced with the choice of reading research or consulting text that suggest strategies or techniques for serving children and adults with ADHD that are not base on research. This book provides practitioners a translation of research to practice in one source. This book provides practical forms, illustrations, and rating scales that can be readily incorporated into practice. The last chapter takes a fascinating look into the role of various practitioners twenty years into the future. - Contains innovative strategies for assessment of ADHD and LD - Provides practical and useful illustrations, forms, and rating scales for use in practice - Provides discussions of future practice and developments in the field of ADHD and LD - Presents case studies illustrating best practices |
| nonverbal learning disabilities the syndrome and the model: Screwed Up Somehow But Not Stupid, Life with a Learning Disability Peter Flom, 2016-01-01 A description of what it's like to have nonverbal learning disability and what can be done to alleviate it. |
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. …
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. …
