Nonverbal Learning Disabilities and Asperger Syndrome in Young Adults

2016 ◽  
pp. 1555-1605
Author(s):  
M. E. Stothers ◽  
J. Oram Cardy
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Young Adults ◽  
Secondary Students ◽  
Autism Spectrum ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning ◽  
Adult Autism ◽  
Similarities And Differences ◽  
Secondary Finding

The purpose of this chapter is to explore data-driven hypotheses concerning linguistic similarities and differences in adults with nonverbal learning disabilities (NLD) and autism spectrum disorder (ASD). The focus of the chapter is on profiling linguistic, cognitive, and neuropsychological strengths and weaknesses seen in both clinical groups. A research sample of adults from 19 to 44 years of age is described. Findings include strengths in the breadth of vocabulary and weaknesses in semantic precision and integration. A secondary finding, in which responses to adult autism screening surveys distinguish both clinical groups from controls, and the clinical groups from one another, is presented. Patterns and trends in this data point to difficulties with verbal and nonverbal gestalt formation that are amenable to intervention. Clinical examples of interventions suggested by the data are provided, as they apply to post-secondary students of the same age as the sample.

Nonverbal Learning Disabilities and Asperger Syndrome in Young Adults

2015 ◽  
pp. 264-315 ◽  
Author(s):  
M. E. Stothers ◽  
J. Oram Cardy
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Young Adults ◽  
Secondary Students ◽  
Autism Spectrum ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning ◽  
Adult Autism ◽  
Similarities And Differences ◽  
Secondary Finding

The purpose of this chapter is to explore data-driven hypotheses concerning linguistic similarities and differences in adults with nonverbal learning disabilities (NLD) and autism spectrum disorder (ASD). The focus of the chapter is on profiling linguistic, cognitive, and neuropsychological strengths and weaknesses seen in both clinical groups. A research sample of adults from 19 to 44 years of age is described. Findings include strengths in the breadth of vocabulary and weaknesses in semantic precision and integration. A secondary finding, in which responses to adult autism screening surveys distinguish both clinical groups from controls, and the clinical groups from one another, is presented. Patterns and trends in this data point to difficulties with verbal and nonverbal gestalt formation that are amenable to intervention. Clinical examples of interventions suggested by the data are provided, as they apply to post-secondary students of the same age as the sample.

Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida

2015 ◽  
pp. 164-190
Author(s):  
Carol Russell
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Spina Bifida ◽  
Progress Monitoring ◽  
Transition Planning ◽  
Service Providers ◽  
Postsecondary Students ◽  
College Instructors ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning

Transitioning to life after high school can be challenging for most young adults, even more so for individuals with a nonverbal learning disability (NLD). However, careful planning can lead to success. Friends, family members, employers, college instructors, therapists, and other service providers need information and methods to support individuals with NLD, particularly those with spina bifida (SB). A review of NLD characteristics, effects on student learning, non-awareness and misconceptions of NLD, and effective supports for individuals with NLD (e.g., accommodations, agendas and checklists, assistive technology) will be illustrated via the example of one young college student with NLD and SB. MAP (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope)—research-based strategies and tools for transition planning and progress monitoring of teens and young adults with NLD and SB—as well as methods to self-advocate to obtain assistance from others academically, physically, socially, and emotionally will be demonstrated.

scholarly journals Self-perception of friendship style: Young adults with and without autism spectrum disorder

2019 ◽  
Vol 4 ◽  
pp. 239694151985539 ◽  
Author(s):  
Erinn H Finke ◽  
Jillian H McCarthy ◽  
Natalie A Sarver
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Online Survey ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Perception ◽  
Adults With Autism ◽  
Relative Ease ◽  
Autism Spectrum Disorder Diagnosis ◽  
Similarities And Differences

Background It has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood. Aims The aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism. Method and procedures Young adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism. Outcomes and results The results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease.

Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida

2020 ◽  
pp. 404-430
Author(s):  
Carol Russell
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Spina Bifida ◽  
Progress Monitoring ◽  
Transition Planning ◽  
Service Providers ◽  
Postsecondary Students ◽  
College Instructors ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning

Transitioning to life after high school can be challenging for most young adults, even more so for individuals with a nonverbal learning disability (NLD). However, careful planning can lead to success. Friends, family members, employers, college instructors, therapists, and other service providers need information and methods to support individuals with NLD, particularly those with spina bifida (SB). A review of NLD characteristics, effects on student learning, non-awareness and misconceptions of NLD, and effective supports for individuals with NLD (e.g., accommodations, agendas and checklists, assistive technology) will be illustrated via the example of one young college student with NLD and SB. MAP (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope)—research-based strategies and tools for transition planning and progress monitoring of teens and young adults with NLD and SB—as well as methods to self-advocate to obtain assistance from others academically, physically, socially, and emotionally will be demonstrated.

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