Nonverbal Learning Disorder

2015 ◽  
pp. 68-105
Author(s):  
Joseph E. Casey
Keyword(s):  
Classification System ◽  
Treatment Plan ◽  
World Health ◽  
Learning Disorder ◽  
Nonverbal Learning ◽  
Nonverbal Learning Disorder ◽  
Health Related ◽  
Definition Of ◽  
Assessment Procedures

Since the first description of nonverbal learning disorder (NLD) was published in 1967, much research has been conducted elucidating its key features, its neuroanatomical associations, and the assessment procedures essential to establishing a diagnosis and treatment plan. Although there is theoretical and empirical evidence supporting the validity of NLD, awareness of this disorder is lacking, arguably in large part due to its absence in any formal classification system. This chapter reviews the scientific literature that has given rise to our current conceptualization of NLD. Clinical practice considerations are discussed as related to its assessment, diagnosis, treatment, and prognosis. These considerations are illustrated by a case study. The chapter continues with a discussion of issues in need of further research and the benefits of considering NLD in the context of the World Health Organization's classification system for describing health and health-related conditions. The chapter ends with a proposed definition of NLD.

Nonverbal Learning Disorder

2016 ◽  
pp. 130-168
Author(s):  
Joseph E. Casey
Keyword(s):  
Classification System ◽  
Treatment Plan ◽  
World Health ◽  
Learning Disorder ◽  
Nonverbal Learning ◽  
Nonverbal Learning Disorder ◽  
Health Related ◽  
Definition Of ◽  
Assessment Procedures

Since the first description of nonverbal learning disorder (NLD) was published in 1967, much research has been conducted elucidating its key features, its neuroanatomical associations, and the assessment procedures essential to establishing a diagnosis and treatment plan. Although there is theoretical and empirical evidence supporting the validity of NLD, awareness of this disorder is lacking, arguably in large part due to its absence in any formal classification system. This chapter reviews the scientific literature that has given rise to our current conceptualization of NLD. Clinical practice considerations are discussed as related to its assessment, diagnosis, treatment, and prognosis. These considerations are illustrated by a case study. The chapter continues with a discussion of issues in need of further research and the benefits of considering NLD in the context of the World Health Organization's classification system for describing health and health-related conditions. The chapter ends with a proposed definition of NLD.

scholarly journals The essential role of law in achieving the health-related Sustainable Development Goals

2020 ◽  
Vol 30 (Supplement_1) ◽  
pp. i32-i35
Author(s):  
Dineke Zeegers Paget ◽  
David Patterson
Keyword(s):  
Sustainable Development ◽  
Essential Role ◽  
Sustainable Development Goals ◽  
World Health ◽  
International Human Rights Law ◽  
Health Related ◽  
Development Goals ◽  
Definition Of ◽  
The Right

Abstract In this article, we examine the essential role of law in achieving the health-related Sustainable Development Goals (SDGs). Following the World Health Organization’s broad definition of health, all SDGs can be seen to impact on human health and hence the health goal (SDG3) should be right at the centre of the entire 2030 Agenda for Sustainable Development. We note recent research on the contribution of law, including international human rights law, to achieving health for all and discuss the role of law in addressing seven emerging health challenges. Law can and should play an important role in achieving all health-related SDGs, by respecting, protecting and fulfilling the right to health, ensuring that no one is left behind.

What is Nonverbal Learning Disorder: Evidence of a Discrete Clinical Entity?

2018 ◽  
Vol 57 (10) ◽  
pp. S332-S333
Author(s):  
Amy Margolis ◽  
Prudence W. Fisher ◽  
Jack Davis ◽  
Jessica Broitman ◽  
Amy Levine
Keyword(s):  
Clinical Entity ◽  
Learning Disorder ◽  
Nonverbal Learning ◽  
Nonverbal Learning Disorder

Like Father, Like Son: Periventricular Nodular Heterotopia and Nonverbal Learning Disorder

2008 ◽  
Vol 23 (8) ◽  
pp. 950-953 ◽  
Author(s):  
Marcia V. McCann ◽  
Stephen J. Pongonis ◽  
Meredith R. Golomb ◽  
Mary Edwards-Brown ◽  
Celanie K. Christensen ◽  
...  
Keyword(s):  
Learning Disorder ◽  
Periventricular Nodular Heterotopia ◽  
Nonverbal Learning ◽  
Nonverbal Learning Disorder ◽  
Nodular Heterotopia

scholarly journals Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum

10.28945/4192 ◽  
2019 ◽  
Keyword(s):  
Digital Literacy ◽  
Technology Use ◽  
Literacy Skills ◽  
Systematic Evaluation ◽  
Future Research ◽  
Literacy Teaching ◽  
Program Of Study ◽  
Health Related ◽  
Definition Of

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

scholarly journals Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum

10.28945/4285 ◽  
2019 ◽  
Vol 16 ◽  
pp. 033-049
Author(s):  
Jo Coldwell-Neilson ◽  
James A Armitage ◽  
Ryan J Wood-Bradley ◽  
Blair Kelly ◽  
Alex Gentle
Keyword(s):  
Digital Literacy ◽  
Technology Use ◽  
Literacy Skills ◽  
Systematic Evaluation ◽  
Future Research ◽  
Literacy Teaching ◽  
Program Of Study ◽  
Health Related ◽  
Definition Of

Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

Sign in / Sign up

Export Citation Format

Share Document