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.

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.

Taxonicity of nonverbal learning disabilities in spina bifida

2006 ◽  
Vol 13 (01) ◽  
Author(s):  
M. DOUGLAS RIS ◽  
ROBERT T. AMMERMAN ◽  
NIELS WALLER ◽  
NICOLAY WALZ ◽  
SONYA OPPENHEIMER ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Spina Bifida ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning

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.

Syndrome of nonverbal learning disabilities: Age differences in neuropsychological, academic, and socioemotional functioning

1991 ◽  
Vol 3 (3) ◽  
pp. 329-345 ◽  
Author(s):  
Joseph E. Casey ◽  
Byron P. Rourke ◽  
Erin M. Picard
Keyword(s):  
Learning Disabilities ◽  
Middle Childhood ◽  
Intervention Program ◽  
Strong Support ◽  
Nonverbal Learning Disabilities ◽  
Cross Sectional ◽  
Age Related ◽  
Nonverbal Learning ◽  
Remedial Intervention ◽  
Do So

AbstractPrevious research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.

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