Non-Verbal Learning Disabilities

Non-Verbal Learning Disabilities

A nonverbal learning disability is a condition in which an individual does not accurately process information that is not verbal or linguistic, such as visual-spatial information, facial expressions, or social cues. It has been found that more than 65% of all communication is actually conveyed nonverbally. Although intelligence measures are designed to evaluate both the verbal and nonverbal aspects of intelligence, educators tend to ignore evidence of nonverbal deficiencies in students. Or worse, they brand students with nonverbal learning disabilities as "problem" children.

A person who speaks eloquently and has a well-developed vocabulary tends to be accorded more credibility than an individual who makes constant grammatical errors and demonstrates a limited vocabulary. A student who has innate difficulties reading, spelling, and expressing herself stands out in most classroom situations. And likewise, a student who is a top reader achieves excellent spelling scores and expresses herself articulately usually does not prompt her teacher to consider a learning disorder. But, this is often exactly the presentation a child with nonverbal learning disabilities (NLD) syndrome manifests in the early elementary grades.

NLD generally presents with specific assets and deficits. The assets include early speech and vocabulary development, remarkable rote memory skills, attention to detail, early reading skills development and excellent spelling skills. In addition, these individuals have the verbal ability to express themselves eloquently. Moreover, persons with NLD have strong auditory retention.

The four major categories of deficits and dysfunction present as follows:

• Motoric such as lack of coordination, particularly on the left-hand side of the body, severe balance problems, and difficulties with graphomotor skills).
• Visual-spatial-organizational (lack of image, poor visual recall, faulty spatial perceptions, difficulties with executive functioning and problems with spatial relations).
• Social (lack of ability to comprehend nonverbal communication, difficulties adjusting to transitions and novel situations, and deficits in social judgment and social interaction).
• Sensory (sensitivity in any of the sensory modes: visual, auditory, tactile, taste or olfactory).

Motoric

This type of child generally has a history of poor psycho-motor coordination. Motor clumsiness is often the first concern his parents observe. There may be a recognizable difference between the dominant and non-dominant sides of the body with more noticeable problems on the left side of the body. He will avoid crossing his body midline.

Visual-spatial-organizational

Problems with spatial perceptions; spatial relations; recognition, organization, and synthesis of visual-spatial information; discrimination and recognition of visual detail and visual relation-ships, visual-spatial orientation (including right-left orientation problems); visual memories, coordination of visual input with the motoric processes (visual-motor integration); visual form constancy; gestalt impressions; and concept formation are rooted in basic deficits in visual perception and visual imagery. This child does not form visual images and therefore cannot revisualize something he has seen previously. He focuses on the details of what he sees and often fails to grasp the "total picture."

Visual-spatial confusion underlies many of the unusual behaviors which are evident in a young child with nonverbal learning disorders. This child will endeavor to "bind" to an adult, through continuous dialog, in order to stabilize her position in a room. She needs to "verbally" (albeit subconsciously) label everything that happens around her, in order to memorize and try to comprehend the everyday circumstances which others instantly and effortlessly recognize and assimilate. Experiences are stored in her memory by their verbal labels, not by visual images or by proprioceptive recall. She will have a relatively poor memory for novel and/or complex material and/or material which is not easily verbally coded.

Social

Deficits in social awareness and social judgment, though the child is struggling to fit in and her actions are certainly not deliberate, will often be misinterpreted as "annoying" or "attention getting" behavior by adults and peers alike. It is clear that these students are motivated to conform and adapt socially, but sadly, they perceive and interpret social situations inaccurately. The blunders committed are usually not flagrant in nature, but rather incessant and tenacious; hence the label "annoying." Social competence disabilities are an integral component of the NLD syndrome and this aspect of the impairment may lead to an overdependence upon adults (especially parents).

The social indiscretions frequently committed by the child with NLD are representational of his inability to discern and/or process perceptual cues in communication. The aforementioned visual-spatial-organizational deficits cause him to be ineffective at recognizing faces, interpreting gestures, deciphering postural clues, and "reading" facial expressions. Conventions governing physical proximity and distance are also not perceived. Changes in tone and/or pitch of voice and/or emphasis of delivery are not noticed or distinguished. Likewise, this child will not appropriately alter his expression and elocution in speech. This can be evidenced in what may appear to be terse or curt response styles.

The signs of NLD

• Great vocabulary and verbal expression
• Excellent memory skills
• Attention to detail, but misses the big picture
• Trouble understanding reading
• Difficulty with math, especially word problems
• Poor abstract reasoning
• Physically awkward; poor coordination
• Messy and laborious handwriting
• Concrete thinking; taking things very literally
• Trouble with nonverbal communication, like body language, facial expression and tone of voice
• Poor social skills; difficulty making and keeping friends
• Fear of new situations
• Trouble adjusting to changes
• May be very naïve and lack common sense
• Anxiety, depression, low self-esteem
• May withdraw, becoming agoraphobic (abnormal fear of open spaces)

Some parenting tips for kids with NLD

• Keep the environment predictable and familiar.
• Provide structure and routine.
• Prepare your child for changes, giving logical explanations.
• Pay attention to sensory input from the environment, like noise, temperature, smells, many people around, etc.
• Help your child learn coping skills for dealing with anxiety and sensory difficulties.
• Be logical, organized, clear, concise and concrete. Avoid jargon, double meanings, sarcasm, nicknames, and teasing.
• State your expectations clearly.
• Be very specific about cause and effect relationships.
• Work with your child’s school to modify homework assignments, testing (time and content), grading, art and physical education.
• Have your child use the computer at school and at home for schoolwork.
• Help your child learn organizational and time management skills.
• Make use of your child’s verbal skills to help with social interactions and non-verbal experiences. For example, giving a verbal explanation of visual material.
• Teach your child about non-verbal communication (facial expressions, gestures, etc.). Help them learn how to tell from others’ reactions whether they are communicating well.
• Learn about social competence and how to teach it.
• Help your child out in group activities.
• Get your child into the therapies they need, such as: occupational and physical therapy, psychological, or speech and language (to address social issues).

The characteristics of nonverbal learning disabilities make it very common for children with NLD to experience anxiety. Their difficulty understanding other people and anticipating events can lead to a feeling of chaos and uncertainty. They are inclined toward developing secondary internalizing disorders such as stress, anxiety and panic, and phobias. Many teachers do not appreciate the daily level of stress these children experience. Adapting to new situations or changes in routine can be debilitating for children with NLD.