SPED 780 Class 12 Non-Verbal Learning Disabilities Judith Mack, MSEd , MSW Adjunct Lecturer

1. SPED 780 Class 12 Non-Verbal Learning Disabilities Judith Mack, MSEd, MSW Adjunct Lecturer Department of Special Education

2. Agenda • Presentation • IEP Resources • Non-verbal learning disabilities – teaching social skills (lecture + discussion) • Group Activity • Questions Final Paper/Final Exam

3. Key Questions • What is a non-verbal learning disability? • What is the difference between a non-verbal learning disability and Asperger’s Syndrome? • What are recommended classroom strategies for working with individuals with NVLD?

4. What is a Non-Verbal Learning Disability? • Not a formalized diagnosis in the DSM-IV • Typically determined by specific behaviors and a discrepancy between Verbal IQ and Performance Tasks • Considered a right-hemisphere disability • A name for learning disabilities that are not language based • Many times these learning disabilities go unrecognized or are misdiagnosed • Similar in some ways to Asperger’s

5. Prevalence of NVLD • Nonverbal learning disorders appear much less frequently than language-based learning disorders • NVLD syndrome affects females as often as males (approximately 1:1 sex ratio) and incidence of left-handedness is uncommon. • Even though NVLD is, by definition, a "low incidence disability," there are indications that, as school assessment/intervention procedures improve, a higher proportion of children will be identified with the NVLD syndrome.

6. Cognitive/Academic Indicators • Generally the individual's WISC VIQ is higher than their PIQ, but not in all cases - particularly during adolescence. • There is an excellent vocabulary and more than typical verbal expression, starting at a young age. • Exceptional rote memory skills are quite common, and may mask the disability in early education. • There is excellent attention to detail, but the individual will likely miss the big picture.

7. Cognitive/Academic Indicators • There is generally difficulty with reading comprehension beginning in the upper elementary grades. • Difficulties in math are common, especially in the areas of computation, word problems, and abstract applications. • Concept formation and abstract reasoning may be significantly impaired. • There is likely to be great difficulty generalizing information - applying learned information to new situations. • Generally their strongest learning medium is simple/rote auditory - if they hear it, they will remember it.

8. Identifying NVLD • The three broad aspects of development in which NLD presents deviations are: • (1) motoric • (2) visual-spatial-organizational • (3) social

9. Motoric • Poor psycho-motor function, “clumsy” • “His everyday experience is similar to the unbalanced sensation a well-integrated adult encounters when stepping off of a boat onto "solid" land after a time at sea.” • Difficult to master athletic skills • Difficulty with fine motor skills: scissors, tying laces, handwriting is arduous

10. Visual-Spatial-Organizational • Problems with spatial perceptions • Visual-spatial orientation • Visual-motor integration • Difficulty with visual imagery/memory • Verbally labels things to memorize and understand everyday circumstances • Experiences are stored in memory by verbal memory • Copying from the board or book is impractical and extremely difficult

11. Social • These individuals are very concrete and interpret information quite literally. • Normally, they do not process or benefit from nonverbal communication - body language, facial expressions, tone of voice may be lost on them. • They are unable to intuit or read between the lines (impacting both conversation and reading comprehension). • While the individual is trying to fit in, he/she will often interpret social behaviors innacccurately • Behaviors often interpreted as “annoying”

12. Emotional • Difficulty adjusting to new situations, or changes to their routine. • These individuals generally appear to lack common sense, or "street smarts" - they can be incredibly naïve. • Anxiety and/or depression are very common, especially during adolescence. • Often these individuals suffer from low self-esteem. • There is a higher than normal incidence of suicide within the NLD population.

13. Considerations in the Classroom • Copying text extremely difficult • Layout of answer sheets, etc. need to be considered carefully • Computer/keyboard • Extra time • Present information in clear and explicit terms • Keep schedule as consistent as possible-prepare for changes

14. Other Considerations • Benefit from co-operative groups with “good role models” • Transitions difficult-needs extra time to switch gears • Well established routines • Verbally teach strategies for conversational pragmatics-extra verbal cues

15. NVLD and Asperger’s Characteristics unique to individuals with Asperger’s: • Indifference to peer contacts • Indifference to feelings of others • Lack of spontaneous sharing of enjoyment • Narrow, exclusive, abnormal interests • Inflexible adherence to nonfunctional routines • Stereotypic motor mannerisms (Mamen 2007)

16. NVLD and Asperger’s Characteristics unique to individuals with Asperger’s: • Delayed speech development • Idiosyncratic use of words • Repetitive speech patterns • Non-communicative • Clinically significant early language delays • Clinically significant cognitive delays (Mamen 2007)

17. Overlapping Characteristics • Social difficulties • Difficulty with transitions • Sensory motor skills • Organizational problems • Difficulty with abstract concepts

18. Case Study: Twins • Read the case of Tom and Kyle • Create a chart to track their characteristics: Tom Kyle • Discuss with your group who has the NVLD and who has Asperger’s and the differences and similarities between the two

19. Teaching Social Skills Examples of social skills: • Manners and positive interaction with others • Appropriate classroom behavior • Better ways to handle frustration/anger • Acceptable ways to resolve conflict with others Guidelines from: McIntyre, 2003

20. Teaching Social Skills • Select the students who need training in certain skills, via assessment. • Identify powerful re-enforcers that will motivate the students to attend to lessons and attempt new behaviors • Identify and specifically define the target behaviors to be taught. Decide which behaviors are needed. Define them precisely so that everyone agrees on what is to be accomplished, or what the student will be able to do/show after instruction. • Task analyze the target behavior(s)

21. Teaching Social Skills • Create groups of 2-5 youngsters with similar skill deficits. Small groups give students a chance to observe others, practice with peers, and receive feedback. • Meet early in the day so that kids are attentive and have the whole day to practice what they learn in your lesson. • Introduce the program, it's content, and why and how it will benefit • Set up the rules and regulations. Identify the behaviors you'll reward during lessons-one person speaks at a time, pay attention, be positive-all of which may need to be taught in the initial lessons.

22. Teaching Social Skills • Teach the easy-to-learn skills first to ensure student (and teacher) success and reinforcement. • With the steps provided on a handout, have them: learn what to do when you make mistakes • role play at least two different scenarios, displaying right and wrong behaviors • Provide feedback with lots of encouragement and specific praise: from oneself, from peers from the teachers • Practice, practice, practice through homework assignments, review sessions, assignments to real life settings

23. Group Activity Choose between the following: • Complete the ADHD case study activity • Create a social skills lesson based on students you have taught who have had difficulties with behavior and/or social interactions

24. For next week… • HW: Bring in a lesson plan you would like to differentiate • Readings • Ellis, Part II • Facts and Fallacies • Research paper Due Monday • Research Roundtable Tuesday • Test review Tuesday • Final Exam Wednesday Online