Talk:Nonverbal learning disorder/Archive 1

Definition could be improved

I think the definition could be improved. The current definition states that NLD is "a frequently misdiagnosed state of anxiety, confusion and social withdrawal". The current definition strongly emphasizes anxiety and social withdrawal. Both symptoms are found in NLD, but with the exception of Asperger syndrome, which is one of the causes of NLD, they are not primary, but secondary symptoms. An improved definition should state that NLD is a developmental or learning disorders with manifestations in the following domains: a) somatosensory and motor functions; b) visuospatial and visuoconstructive functions; c) arithmetics; d) social cognition; e) inferential reasoning. Psychopathologically, externalizing symptoms predominate in the preschool and early school years, often confouding with attention-deficit/hyperactivity and oppositional-defiant disorders. Towards the preadolescent and adolescent years there occurs a gradual shift towards internalizing symptoms related to anxiety and depression. Internalizing symptoms may be best thought of as a consequence of long-term academic and social-interpersonal failure, a reactive disorder. Social isolation or awkwardness constitue also important manifestations of NLD, which occur as primary symptoms mostly in Asperger disorder. In many patients social isolation is also a consequence of long-term social-interpersonal failure. Disorders in the social domain may be best conceptualized as lack of social cognition and, consequently, social abilities. Individuals with NLD have difficulties generalizing from one situation to other and learning from experience, finding difficulty interpreting the subtleties encountered in social interactions, which may involve, for example, nonverbal gestural and facial cues and figurated discourse such as irony, cynicism etc. The intentional goals of a conversational partner may be transmitted more by facial expression than by the explicit verbal content. Messages at both levels may be contradictory, and individuals with NLD may selectively pick the verbal meaning, ignoring the nonverbal meaning. Social isolation and social awkwardness is a primary symptom in Asperger disorder, a frequent cause of NLD, but not in others, such as X-fragile syndrome in females. Females with the X-fragile syndrome look shy and are frequently characterized by low self-esteem, but do not look awkward nor primarily isolate themselves.

Someone with an account should rename this page to fix the spelling error. It also needs more information, specifically about the link with Asperger's syndrome. [1]

• Renaming of page done. Excellent link! I agree the article needs more information in general. . . the link you provided is a start. There's much more to add, which will take time. Appreciate your comments above. --avnative 11:43, August 6, 2005 (UTC)

This page needs to be merged with dyspraxia entry. As far as I know they're the same thing. Anyone know differently?

No it is not the same as dyspraxia.

I second the above comment NLD is NOT dyspraxia. For example most children and adults with NLD are exteremly eloquent. People with dyspraxia may apear clumsy because their bodies do not respond apropriately to what their brain is telling them. People with NLD may seem clumsy because they visually misperceive their surroundings. 65.125.163.221 02:35, 16 June 2006 (UTC)

I'm kind of busy right now and still learning the ropes on Wikipedia, so I'm not sure I'll be able to fix it myself for a while, but I do feel that I should point out that this:

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 (lack of coordination, particularly on the left-hand side of the body, severe balance problems, and difficulties with graphomotor skills). (Dyspraxia).
• 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). (Dyssemia).
• sensory (sensitivity in any of the sensory modes: visual, auditory, tactile, taste or olfactory).

is taken word-for-word from NLDline, cited in the references. It should be paraphrased or at least cited properly. Geektastic88 (talk) 04:53, 12 September 2008 (UTC)

I've always found it amusing that the acronym was 'NLD' and not 'NVLD'... I suppose no one likes to be considered an invalid though. - A. Hollander —Preceding unsigned comment added by 72.136.3.178 (talk) 11:13, 12 November 2008 (UTC)

I think someone who knows more about the disease should discuss how close NLD is to Aspergers what the differences are between the two. I heard it used to be the difference was the person with NLD wanted friends and the person with Aspergers didn't. Has that changed? Tydoni (talk) 16:26, 14 November 2008 (UTC)

Kutscher made a comment like that in Kids in the Syndrome Mix, though if memory serves correctly, he qualified his remark by saying it was a simplification. Anyway, you're right: It would be good to contrast NLD with Asperger Syndrome. I think it's also worth noting in the article that some experts put NLD on the autistic spectrum. Kutscher's book would be a good reference for that as well. —Preceding unsigned comment added by SgtSchumann (talk • contribs) 20:42, 14 November 2008 (UTC)

I agree that the NLDline blurb better captures NLD vs. the current article content which confuses primary vs. secondary and is overly psychiatric sounding. —Preceding unsigned comment added by 24.1.47.198 (talk) 01:37, 19 March 2009 (UTC)

we should mention how ten years ago the definition for NLD and Aspergers are different from what they are now and that people who were diagnosed with NLD over ten years ago would likely be diagnosed with Aspergers today Tydoni (talk) 16:17, 29 March 2009 (UTC)

I propose moving the overview section to the top of the article and moving what is currently the first paragraph of the article to the end of the overview or to a separate section with a new title such as "developmental features" or "Secondary features" or some such. 24.1.47.198 (talk) 15:54, 21 March 2009 (UTC)Don Van Duyse

I think this would be a move in the right direction. There was a time when this entry characterized NLD exclusively as a mood disorder. There have been some good edits since then, but we still have farther to go. -- SgtSchumann (talk) 01:01, 22 March 2009 (UTC)

The term NLD is really misleading

I think that many forms of "nonverbal <learning> disorder" is really a form of (unknown) pervasive developmental disorder with better theory of mind, like pathological demand avoidance or some cases of McDD (Imagining autism).

It is especially about this people with NLD diagnosis, who has obsessional interests, OCD, stereotypical behaviours, good visual-spatial skills, lack of eye contact, many "schizoid" traits.

They just have better theory of mind but are... high-imagining autists. —Preceding unsigned comment added by 83.6.122.19 (talk) 13:22, 12 December 2008 (UTC)

You asked the same question at Talk:Diagnosis of Asperger syndrome #NVLD vs AS, and I followed up there. Eubulides (talk) 21:30, 22 January 2009 (UTC)

Clarification?

Can I... possibly get some clarification on a claim made of the similarities between NLD and pervasive developmental disorders? That one of the similarities is abnormal spiritual beliefs? And If so, can someone possibly explain to me how that makes any sense? --Amaraiel^{Send Message} 21:00, 8 March 2009 (UTC)

I propose deleting references in this article to abnormal spiritual beliefs since it does not appear to be supported by established literature on the subject and is more an impression or speculation so far as I can tell. I also think the whole article needs to be looked in terms of removing psychiatric speculation. Anything like this that is not backed up by a source should be trimmed away24.1.47.198 (talk) —Preceding undated comment added 17:56, 23 July 2009 (UTC).

Rewrite

The vast majority of this article was unsourced, or very poorly sourced. There were multiple contradictions and a moderate amount of repetition. Upon finishing the article, the reader would likely still be confused as to what NLD is. Therefore, I have moved the content supported by third-party sources to the article space, and removed the rest.

Two recent versions containing the removed material are here (after I edited it), and here (before I edited the article). Please improve this article with appropriate sources. Whatever404 (talk) 00:08, 22 August 2009 (UTC)

The old article wasn't perfect, but it was way better than this garbage. —Preceding unsigned comment added by 72.231.202.109 (talk) 15:56, 17 November 2009 (UTC)

The Dutch article is very good; in fact I think the Dutch is the best of all versions of this article. Tom-Zegiklekkerniet (talk) 19:11, 17 January 2010 (UTC)

This article is poorly concieved, written and sourced. The author discusses NLD as if it were an established disorder rather than a theoretical construct. Neither personal attestations "This contributor can personally attest to a discrepency..." nor directives "You wanna find their difficulties early - you need to watch them at lunch..." belong in an encyclopia entry. Individuals who present with difficulties described as NLD face significant challanges not least of which is stigmitization and ignorance. Poorly written entries have the potential to compound this problem.Beyondnerd (talk) 20:03, 8 August 2011 (UTC)

I am another person with NLD (formerly known as NVLD) who found inaccuracies in this article and have attempted to straighten some of them out and add more information. The most egregious error, to me, was the statement that people with NLD engage in "cocktail speech" (more properly known as cocktail party speech). Cocktail party speech is used to describe verbalizing that contains little content and most often is associated with people who have hydrocephalus. In contrast, people with NLD generally have conversations of substance but may appear overly verbose as they try to use their verbal strengths to compensate for their nonverbal weaknesses.

As for resources I recommend beginning with Byron P. Rourke's book, Nonverbal Learning Disabilities: the Syndrome and the Model (New York, London, Guilford Press, 1989). Plenty of other people have written on NLD, but most of the books and articles are addressed to parents and teachers of children with NLD, and there is not much out there on adults with this disorder.S.D. 4-11-13 — Preceding unsigned comment added by Sue Douglasss (talk • contribs) 08:21, 12 April 2013‎

Hi Sue, and thank you for your edits. However, you did not state any source. From your comment here it's clear to me that you have sources, so could you please add them to your text, preferably including page number. (I know the text you replaced also was unsourced, still it is important to start adding more sources to this article.) With friendly regards, Lova Falk talk 08:50, 24 April 2013 (UTC)

Deleted Treatment and Management

I think there should be sections on Treatment and Management, but I deleted these sections because they were not encyclopedic. Unfortunately, these sections read like medical advice, and Wikipedia should NOT be giving people medical advice. If you want medical advice, there are plenty of other resources online like the Mayo Clinic. Instead, an encyclopedia should describe the results of scientific studies about different forms of treatment and even include advice from respected sources and cite those sources. David.Hillshafer 01:23, 13 February 2011 (UTC)

"NVLD"?

What do people think of substituting NLD for NVLD as the predominant abbreviation in this article? The former returns more Google hits with a ratio of about five to one. Using Google scholar, the difference is less pronounced, but the ratio is still more than three to one. -- Marie Paradox (talk) 00:09, 11 March 2011 (UTC)

I have NLD and Noone I ever spoke this topic with specialist nor lay person has ever called it NVLD--208.54.38.163 (talk) 15:45, 21 July 2011 (UTC)

I would leave both. I learned it as NVLD and if that abbreviation were excluded completely I would be confused. Perhaps there could be an explanation as to why NLD is the preferred term, or some history about why NLD is used rather than NVLD. And yes, I have NVLD. 24.128.55.225 (talk) 14:15, 12 April 2012 (UTC)

Citations

This article currently has a very large number of journal articles listed in the Sources section, but only four inline citations (and only two of those are journals). Without inline citations, it is impossible to know what citation is supporting what text. This is not helped by the way the section is organized - the hyphenation of the disorder's name is not a good way to organize a long list of references. Further, it's pretty clear to me that there's simply not enough text in the article to support this many citations. While it's perfectly acceptable for an encyclopedia article to have a long bibliography, it is not acceptable for it to be a bibliography. Simply inserting references onto the page without linking them to article text does not improve sourcing or make the article better.

That said, many of these sources could be, and should be, worked into the article. Doing so would most likely improve it greatly. --Aurochs (Talk | Block) 13:23, 31 August 2012 (UTC)

I agree with everything you say. But what a job! Maybe the best way to do it is to start rewritting the unreferenced parts, but now with references, and simply removing the long list of sources. However, I am not volunteering... Lova Falk talk 09:52, 1 September 2012 (UTC)

I'm not sure the hatted section is a good solution. I propose moving them to the talk page, or a sub-talk page. Rich Farmbrough, 08:14, 18 January 2013 (UTC).

Next proposed paragraph

In their 1967 book, Johnson and Myklebust describe a wide range of learning impairments. In their chapter "Nonverbal Disorders Of Learning" are sections titled "Learning though pictures," "Gesture," "Nonverbal motor learning," "Body Image," "Spatial Orientation," "Right-Left Orientation," "Social Imperception," "Distractibility, Perseveration, and Disinhibition." At the beginning of this chapter the authors characterize how a child with these kinds of disabilities appears in a classroom. "An example is the child who fails to learn the meaning of the actions of others....He fails to learn the implications of many other actions, e.g., gestures, facial expressions, and caresses, as well as other manifestations of attitude....We categorize this child as having a deficiency in social perception, meaning that he has an inability which precludes acquiring the significance of basic nonverbal aspects of daily living, though his verbal level of intelligence falls within or above the average." (p. 272) Donvduyse (talk) 16:35, 5 July 2016 (UTC)

Next Steps

It looks like the opening paragraphs are adequate though it needs some cleaning up still. I think there should also be something about the history of NLD as a social phenomenon...such as the support organizations that have come and gone, the popular literature on NLD. And then I'd like to have external links to the main works on NLD and works by written people with NLD.

Books on Nonverbal Learning Disabilities

Johnson, Doris J., and Helmer R. Myklebust. Learning Disabilities; Educational Principles and Practices. New York: Grune & Stratton, 1967. Print.https://openlibrary.org/works/OL7402255W/Learning_disabilities_educational_principles_and_practices

Rourke, Byron P. Nonverbal Learning Disabilities: The Syndrome and the Model. New York: Guilford, 1989. Print.https://openlibrary.org/works/OL3451841W/Nonverbal_learning_disabilities

Thompson, Sue. The Source for Nonverbal Learning Disorders. East Moline, IL: LinguiSystems, 1997. Print. https://books.google.co.in/books?isbn=0760601631

Palombo, Joseph. Nonverbal Learning Disabilities: A Clinical Perspective. New York: W.W. Norton, 2006. Print. http://www.amazon.com/Nonverbal-Learning-Disabilities-Clinical-Perspective/dp/0393704785/ref=asap_bc?ie=UTF8

Broitman, Jessica, and John M. Davis. Treating NVLD in Children Professional Collaborations for Positive Outcomes. New York: Springer, 2013. Print. https://books.google.com/books?isbn=1461461790

Davis, John M., and Jessica Broitman. Nonverbal Learning Disabilities in Children: Bridging the Gap between Science and Practice. New York, NY: Springer, 2011. Print. https://books.google.com/books?isbn=1441982132

Works by Authors with Nonverbal Learning Disability

Murphy, Michael Brian, and Gail R. Shapiro. Nld from the Inside Out: Talking to Parents, Teachers, and Teens about Growing Up with Nonverbal Learning Disabilities. N.p.: Booklocker.com, Incorporated, 2008. Print. https://books.google.co.in/books?isbn=1601455704

Fast, Yvona. "Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies 1st Edition." Amazon.com: Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies (9781843107668): Yvona Fast: Books. N.p., n.d. Web. 10 Jan. 2016. https://books.google.com/books?isbn=1846420156

Flom, Peter. Screwed up Somehow but Not Stupid, Life with a Learning Disability. N.p.: Peter Flom Consulting, 2016. Print. http://www.amazon.com/Screwed-somehow-stupid-learning-disability/dp/069261169X/ref=sr_1_1?s=books&ie=UTF8&qid=1452460846&sr=1-1

History of NLDs

In their 1967 book, Johnson and Myklebust describe a wide range of learning impairments which entail specialized remediation. Beyond language-based learning, the authors touch on various challenges that involve perception, physical and social functioning. In their chapter "Nonverbal Disorders Of Learning" are sections titled "Learning though pictures," "Gesture," "Nonverbal motor learning," "Body Image," "Spatial Orientation," "Right-Left Orientation," "Social Imperception," "Distractibility, Perseveration, and Disinhibition"--a list which partially overlaps with Rourke's later NLD model. In fact, Helmer Myklebust Ph.D is considered to have originated the term "nonverbal learning disabilities" (Nonverbal learning disabilities: Assessment and intervention. Myklebust, Helmer R. Myklebust, H. R. (Ed), (1975). Progress in learning disabilities. Also see: Learning Disabilities in Older Adolescents and Adults by Lynda J. Katz, Gerald Goldstein, Sue R. Beers)Donvduyse (talk) 22:05, 12 June 2015 (UTC)

NLD Sources

Gordon Allport

Studies in expressive movement.Allport, Gordon W.; Vernon, Philip E. New York, NY, US: MacMillan Co. (1933) — Preceding unsigned comment added by Donvduyse (talk • contribs) 10:00, 6 June 2015 (UTC)

http://babel.hathitrust.org/cgi/pt?id=mdp.39015002619859;view=1up;seq=13 — Preceding unsigned comment added by Donvduyse (talk • contribs) 11:10, 6 June 2015 (UTC)

http://psycnet.apa.org/psycinfo/2007-18916-000/

"The present study goes beyond the tradition of the psychology of individual differences; it treats the question of the agreement among individual differences, with special reference to the motor field. The discovery of well-integrated and consistent expression in the motor field would establish a presumption that similar patterning is to be expected in all aspects of personality, but it is for the future to show the exact relation of expressive movement to "inner" traits and to impression." — Preceding unsigned comment added by Donvduyse (talk • contribs) 11:32, 6 June 2015 (UTC)

Johnson and Myklebust

Learning disabilities; educational principles and practices by Doris J. Johnson and Helmer R. Myklebust. Published 1967 by Grune & Stratton in New York . https://openlibrary.org/works/OL7402255W/Learning_disabilities_educational_principles_and_practices

"Chapter VIII" "Nonverbal Disorders of Learning"

274 Learning though pictures 281 Gesture 282 Nonverbal motor learning 285 Body Image 290 Spatial Orientation 292 Right-Left Orientation 295 Social Imperception 298 Distractibility,Perseveration, And Disinhibition — Preceding unsigned comment added by Donvduyse (talk • contribs) 21:14, 11 June 2015 (UTC)

p. 272 "In this chapter we give attention to the child whose deficits are not verbal, not academic in the usual sense but who is unable to comprehend the significance of many aspects of his environment. An example is the child who fails to learn the meaning of the actions of others, so he cannot grasp the game of cowboy"; he cannot pretend and anticipate, as do his playmates. He fails to learn the implications of many other actions, e.g., gestures, facial expressions, and caresses, as well as other manifestations of attitude. He is unable to understand the relevance of time, space, size, direction, and various aspects of person and self-perception (Allport and Vernon, 1933; Fisher and Cleveland, 1958; Hecaen, H. & Ajuriaguerra, J., 1964; Hall, 1959; Heider, 1958). We categorize this child as having a deficiency in social perception, meaning that he has an inability which precludes acquiring the significance of basic nonverbal aspects of daily living, though his verbal level of intelligence falls within or above the average. There are many such children but they are largely unrecognized since test procedures for identifying them, as well as procedures for educational remediation, have been slow in developing.In our experience with children having learning disabilities, we have encountered this type of child over and over again."

p. 273 guage or to read and write. The astute, observing teacher recognizes that the ways in which words are used provide a clue to the problem. The words have an emptiness" that belies superficial facility. In normal learning every word assumes a learned referent, a unit of nonverbal experience which it symbolizes. The child with a nonverbal learning disability is like the child who lacks color vision. He has no difficulty in learning the word red, but cannot acquire the experience red, so he cannot distinguish it from the experience green or yellow. When he uses the word red, as required by daily activities, it connotes only a vague, conglomerate impression often unrelated to the actual circumstances. The manifestations nonverbally are distortions of perception and of mental imagery. The development of procedures for remediation has only just begun. Donvduyse (talk) 19:49, 11 June 2015 (UTC)

p. 274 Persons with perceptual disorders may rely only on detail and not relate the parts to the whole. For example, a five-year-old looked at the picture of a rural mailbox and said, "It's a piece of toast"; he looked only at the door of the box, not seeing the total configuration.Donvduyse (talk) 23:18, 6 June 2015 (UTC)

Myklebust

Nonverbal learning disabilities: Assessment and intervention. Myklebust, Helmer R. Myklebust, H. R. (Ed), (1975). Progress in learning disabilities. ,Oxford, England: Grune & Stratton, , pp. http://psycnet.apa.org/psycinfo/1975-19905-004

Learning disorders: Psychoneurological disturbances in children. Myklebust, Helmer R. Rehabilitation Literature, Vol 25(12), 1965, 354-360 http://psycnet.apa.org/psycinfo/1965-10564-001Donvduyse (talk) 14:40, 7 June 2015 (UTC)

Byron Rourke

Nonverbal learning disabilities: the syndrome and the model Nonverbal learning disabilities: the syndrome and the model. Byron P. Rourke.Published 1989 by Guilford Press in New York. https://openlibrary.org/works/OL3451841W/Nonverbal_learning_disabilities

Chapter 1

p.12 "The identification of the NLD syndrome emerged from our systematic study of learning disability subtypes." p. 13 "The third group designated HV-LP [High Verbal-Low Performance IQ], had VIQ values at least 10 points higher than their PIQ." pp. 11-12 summary: Discrepancies between Verbal IQ and Performace IQ were used to distinguish LD subtypes. Children with High Performance IQ (HP-LV) tended to have higher scores on a math subtest compared to their reading. Those with High Verbal IQ (VIQ) tended to do better on verbal and auditory compared to math and visual spatial tasks. p. 17 "Simply separating these learning-disabled children for study on the basis of WISC VIQ-PIQ discrepancies suggested strongly that one subtype within this group (HV-LP) seemed to be relatively efficient in skills and abilities ordinarily thought to be subserved primarily by the left cerebral hemisphere (e.g., speech-sounds discrimination), whereas another subtype (HP-LV) appeared to be much more efficient in skills and abilities ordinarily thought to be subserved primarily by the right cerebral hemisphere (e.g., visual-spatial-organizational skills)." pp. 26-27 Rourke notes, considering Piaget's theory of development, that children in the HP-LV group who experienced deficits in sensory and motor function since birth may be susceptible to difficulties with higher order reasoning abilities. p.26 "It may be the case that these constitute the conceptual underpinnings or "building blocks" for the development of skills involving reasoning (such as mathematics), and that deficiencies in them are responsible for the fact that these children have failed to develop higher-order concept-formation and problem-solving abilities to a normal degree. Whether and to what extent the relative failure in conceptual reasoning and related abilities is a direct function of inadequate sensorimotor experience must wait upon the results of further research."

Donvduyse (talk) 11:08, 5 June 2015 (UTC)

Tony J. Simon

Tony J. Simon Ph.D. is a cognitive neuroscientist who in studying 22Q deletion syndrome (velocardiofacial syndrome) as well as Turner Syndrome and Fragile X, has raised questions about applying the term "nonverbal learning disability" to weaknesses of visual-spatial-temporal processing which based on his research appear to involve issues in Parieto-frontal neuronal singals and developmental differences in how attention is carried out in counting/apprehending sets of moving/changing objects. Whereas Rourke et al (Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental Manifestations https://books.google.com/books?hl=en&lr=&id=0Xa1RaGeQpgC&oi=fnd&pg=PA119&dq=Rourke+DiGeorge&ots=Ksz61kGGEm&sig=eair9TnjmGP7Ieb4x97ghqmXxq8#v=onepage&q=Rourke%20DiGeorge&f=false) had associated these syndromes with NLD and his white matter hypothesis, Simon is focused on specific learned differences in processing that may be amenable to treatment through focused retraining. Simon focuses on the "software," the cognitive "program" that develops in response to such neurological conditions, and hopes to work out targeted treatments that can be used to ameliorate problems at this level. As such, Simon questions the value of the term "nonverbal learning disability" as it may not provide a suitable diagnosis of those problems best described in terms of specific cognitive/attentional circuits. Donvduyse (talk) 11:47, 14 June 2015 (UTC)

Cognitive and Behavioral Characteristics of Children with Chromosome 22q11.2 Deletion Syndrome Tony J. Simon, Merav Burg-Malki, and Doron Gothelf https://www.ucdmc.ucdavis.edu/mindinstitute/research/cabil/Publications/Simon_Chapter.pdf

Reconceptualizing the Origins of Number Knowledge: A “Non-Numerical” Account Tony J. Simon https://www.ucdmc.ucdavis.edu/mindinstitute/research/cabil/Publications/SimonCogDev97.pdf

Cognitive Characteristics of Children with Genetic Syndromes Tony J. Simon, Ph.D. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2435488/ — Preceding unsigned comment added by Donvduyse (talk • contribs) 13:19, 14 June 2015 (UTC)

Lectures

Nonverbal Cognitive Impairments in Various Neurodevelopmental Disorders: Implications for Learning Presenter: Tony Simon, Ph.D. Affiliation: UC Davis MIND Institute Date: August 6, 2010 Length: 1:20:16 Summary: Emerging research on overlapping patterns of cognitive function in fragile x, Turner, and chromosome 22q11.2 deletion syndromes and their implications for intervention. http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_summerinstitute.html#2010 http://media.mindinstitute.org/video/suminst/2010/simon_2010_si_web.mov

Neurocognitive Profiles of Children from Several Developmental Disorder Populations Presenter: Tony Simon, Ph.D. Affiliation: UC Davis MIND Institute Date: August 10, 2006 Length: 1:18:02 http://www.ucdmc.ucdavis.edu/mindinstitute/videos/video_summerinstitute.html#2006 http://media.mindinstitute.org/video/suminst/2006/mov/simon_2006_suminst_hi.mov

Books

Nonverbal Learning Disabilities in Children: Bridging the Gap Between ... By John M. Davis, Jessica Broitman https://books.google.com/books?hl=en&lr=&id=e5H7WjcJeckC&oi=fnd&pg=PR3&dq=Overview+of+NVLD+Jessica+Broitman+and+John+M.+Davis&ots=U1W0TYNblu&sig=ZUUkw1Cu-yIaEOt9F23hU_Tn5R0#v=onepage&q=Overview%20of%20NVLD%20Jessica%20Broitman%20and%20John%20M.%20Davis&f=false

Reading, writing and speech problems in children. Orton, S. T. New York, NY, US: W W Norton & Co. (1937). 215 pp. Note: This text is an early reference in neurology for "childhood clumsiness." Abstract This book summarizes ten years' intensive study begun at the Iowa State Psychopathic Hospital and continued at the Rockefeller Foundation and the Language Research Project of the New York Neurological Institute. Chapter I, "Language Losses in the Adult as the Key to the Developmental Disorders in Children," takes up the problem of unilateral cerebral dominance, the various steps in cerebral functioning, and the discussion of alexia, auditory aphasia, motor agraphia, motor aphasia, apraxia, the problem of laterality and motor intergrading in mixtures of right and left preferences. Chapter II, "Certain Disorders in the Development of Language in Children," discusses the developmental forms of the above syndromes, stuttering in childhood, combined or mixed syndromes, hereditary factors, and emotional reactions and behavior patterns developing out of language difficulties. Chapter III, "Interpretation and Treatment of Certain Disorders of Language in Children," deals with the correct interpretation of the various syndromes, the need for correct clinical observation and greater neuroanatomical, neurophysiological and neuropathological knowledge, and treatment methods for each of the various syndromes. Orton concludes that defects in the development of language functions may arise from deviations in the process of establishing unilateral brain superiority in individual areas and that the utilization of specific training methods can effect a therapeutic response. 16 illustrations and a glossary of technical terms are given. (PsycINFO Database Record (c) 2012 APA, all rights reserved) http://psycnet.apa.org/psycinfo/1937-02851-000 — Preceding unsigned comment added by Donvduyse (talk • contribs) 22:49, 12 June 2015 (UTC)

The Founders of Child Neurology edited by Stephen Ashwal https://books.google.com/books?id=eDvHZWRo9_0C&pg=PT828&lpg=PT828&dq=clumsy+children+Newcastle+Walton+1962+Gubbay+1965&source=bl&ots=woudBNmnSj&sig=8C_bsl0ORosUCnGbIYqFIXOMdrw&hl=en&sa=X&ved=0CB4Q6AEwAGoVChMI9Z2Q9_-JxgIV1X-SCh0I9AD4#v=onepage&q=clumsy%20children%20Newcastle%20Walton%201962%20Gubbay%201965&f=false

Body image and personality.Fisher, Seymour; Cleveland, Sidney E. Oxford, England: Van Nostrand. (1958). xi 420 pp. http://psycnet.apa.org/index.cfm?fa=search.displayRecord&UID=1958-03926-000 http://www.amazon.com/Body-Image-Personality-Seymour-Fisher/dp/048621947X

The silent language, by Edward T. Hall. Published 1959 by Fawcett in Greenwood,Con. https://openlibrary.org/works/OL16053556W/The_silent_language — Preceding unsigned comment added by Donvduyse (talk • contribs) 10:42, 6 June 2015 (UTC)

The Psychology of Interpersonal Relations. Fritz Heider. Psychology Press, 1958. https://books.google.at/books/about/The_Psychology_of_Interpersonal_Relation.html?hl=de&id=Zh6TDmayL0AC https://books.google.at/books?id=cN8jrgEACAAJ&dq=he+Psychology+of+Interpersonal+Relations+Fritz+Heider&hl=de&sa=X&ei=_NFyVYOiD4GDsQXK4YLwDA&ved=0CDMQ6AEwAQ — Preceding unsigned comment added by Donvduyse (talk • contribs) 10:58, 6 June 2015 (UTC)

Psychopathology of Childhood and Adolescence: A Neuropsychological Approach edited by Andrew S. Davis PhD p. 181 https://books.google.com/books?hl=en&lr=&id=rDAJ4G_8EIkC&oi=fnd&pg=PA181&dq=Nonverbal+learning+disorder&ots=-4AT3sFiX3&sig=iSZb9v5SzFHWGgS6iIHoNS57eeA#v=onepage&q=Nonverbal%20learning%20disorder&f=false

Subtypes of Learning Disabilities: Theoretical Perspectives and Research edited by Lynne V. Feagans, Elizabeth J. Short, Lynne Vernon-Feagans, Lynn J. Meltzer Description: Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into subtypes. The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field. To meet this critical need for definitive information, this book presents basic reviews and theoretical approaches used to subtype learning disabled children -- ranging from a behavior genetics approach to a dimensional approach. It also demonstrates actual research methods utilizing theoretical approaches. http://www.tandf.net/books/details/9781138866591/

https://books.google.com/books?hl=en&lr=&id=8lt3hvnQ1gMC&oi=fnd&pg=PR3&dq=feagans+and+mcKinney+1991&ots=XgyxMBncng&sig=eIHWF1M5IveZYxA-WBqNf64r-4I#v=onepage&q&f=false

Learning Disabilities in Older Adolescents and Adults Critical Issues in Neuropsychology 2001, pp 69-104 http://link.springer.com/chapter/10.1007/0-306-47589-8_3#page-1

Research Issues in Learning Disabilities: Theory, Methodology, Assessment ... edited by Sharon Vaughn, Candace S https://books.google.com/books?id=buFVBgAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q=nonverbal%20learning&f=falseDonvduyse (talk) 19:13, 11 June 2015 (UTC)

Learning disabilities: Historical and conceptual issues. Torgesen, Joseph K. Wong, Bernice Y. L. (Ed), (1991). Learning about learning disabilities. , (pp. 3-37). San Diego, CA, US: Academic Press, xx, 643 pp. Abstract provides an overview of the field of learning disabilities / [includes] (1) a description of the current status of the field designed to show its extent and strength, (2) a brief historical perspective focusing on development of the guiding assumptions of the field, and (3) a discussion of issues that provide present and continuing challenges for the future (PsycINFO Database Record (c) 2012 APA, all rights reserved) http://psycnet.apa.org/psycinfo/1991-98471-001

Learning Disability Subtyping: Neuropsychological Foundations, Conceptual By Stephen R. Hooper, W. Grant Willis https://books.google.com/books?hl=en&lr=&id=O_3SBwAAQBAJ&oi=fnd&pg=PA3&dq=SR+Hooper,+WG+Willis%3B+Learning+disability+subtyping:+Neuropsychological+foundations&ots=trPqDWyRBy&sig=Ft88jKtMaKO1TuQihRgbVnEmYSc#v=onepage&q=SR%20Hooper%2C%20WG%20Willis%3B%20Learning%20disability%20subtyping%3A%20Neuropsychological%20foundations&f=falseDonvduyse (talk) 00:32, 8 June 2015 (UTC) p. 28 "Indeed, Rourke (1987) proposed a theory to help guide this kind of research. This theory is based on selected aspects of a model od differential hemispheric functioning advanced by Goldberg and Costa (1981). Based primarily on data and speculative evidence derived from adult samples, Goldberg and Costa asserted that the right hemisphere is relatively more specialized for intermodal integration whereas the left hemisphere is more specialised for intramodal integration. Neuroanatomically, these investigators postulated that intramodal integration may be related to the higher ratio of gray matter (i.e. neuronoal mass and short non-myelinated fibers) to white matter (i.e. long myelinated fibers) characteristic of the the left hemisphere, whereas intermadoal integration may be related to the lower ratio characteristic of the the right hemisphere. Rourke hypothesized that an increased grey-to-white matter ratio (i.e. lesioned, excised, or dysfunctional whit matter) interacts with developmental parameters to result in nonverbal learning disabilities. He reasoned that although a significant lesion in the right hemisphere may be sufficient to produce a nonverbal learning disability, it is the destruction of white matter (i.e. matter associated with the intermodal functions) that is necessary to produce these learning disabilities. Rourke proposed this com- p. 29 ponent as the first approximation of a developmental neuropsychological theory for nonverbal learning disabilities. Given this neuroanatomical basis, Rourke's theory is noteworthy, particularly as it may contribute to conceptualizations of differential diagnosis and, perhaps, issues of severity related to nonverbal learning disabilities; however, this theory awaits empirical evaluation" Donvduyse (talk) 13:30, 11 June 2015 (UTC)

Learning About Learning Disabilities edited by Po-Zen Wong, Bernice Wong https://books.google.com/books?id=YoWLBQAAQBAJ&pg=PA3&dq=Learning+disabilities:+Historical+and+conceptual+issues.+Torgesen,+Joseph&hl=en&sa=X&ved=0CCcQ6AEwAGoVChMI8vOE2a-IxgIVgRysCh2ABwAr#v=onepage&q=nonverbal%20learning&f=falsemDonvduyse (talk) 19:29, 11 June 2015 (UTC)

Neurodevelopmental Disorders: Cognitive Behavioural Phenotypes By Daria Riva, U. Bellugi, M.B. Denckla https://books.google.com/books?id=BOgPBAAAQBAJ&pg=PA8&dq=Neurodevelopmental+Disorders:+Cognitive+Behavioural+Phenotypes++By+Daria+Riva,+U.+Bellugi,+M.B.+Denckla&hl=en&sa=X&ved=0CB4Q6AEwAGoVChMIydWInKuNxgIVUQySCh11wAAP#v=snippet&q=rourke&f=falseDonvduyse (talk) 18:54, 13 June 2015 (UTC)

Learning Disabilities: Nature, Theory, and Treatment edited by Nirbhay N. Singh, Ivan L. Beale https://books.google.com/books?id=xvYGCAAAQBAJ&dq=Learning+disabilities%3A+Historical+and+conceptual+issues.+Torgesen%2C+Joseph&q=nonverbal+learning#v=onepage&q=nonverbal%20learning&f=falseDonvduyse (talk) 19:39, 11 June 2015 (UTC)

Full Text Journal Articles

CLUMSY CHILDREN: DEVELOPMENTAL APRAXIA AND AGNOSIA J. N. WALTON , E. ELLIS , S. D. M. COURT DOI: http://dx.doi.org/10.1093/brain/85.3.603 603-612 First published online: 1 September 1962

Disorders of motor development (clumsy child syndrome) Brain A Journal of Neurology H. Sigmundsso http://www.ergoterapiforbarn.no/pdf/Hermundur_Perceptual.pdf

Br Med J. 1967 Nov 4; 4(5574): 259–264. Visuo-motor disability in schoolchildren. M W Brenner, S Gillman, O L Zangwill, and M Farrell http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1748930/pdf/brmedj02313-0031.pdf

Br Med J (Clin Res Ed). 1988 Feb 27; 296(6622): 644. PMC 2545269 Clumsy children John Walton http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2545269/pdf/bmj00274-0062b.pdf

Calif Med. 1969 Dec; 111(6): 433–445. Learning Disorders as a School Health Problem—Neurological and Psychiatric Aspects Leon J. Whitsell http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1503720/

J R Soc Med. 2007 Apr; 100(4): 182–186. doi: 10.1258/jrsm.100.4.182 PMC 1847727 Children with developmental coordination disorders Amanda Kirby1 and David A Sugden2 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1847727/ — Preceding unsigned comment added by Donvduyse (talk • contribs) 22:59, 12 June 2015 (UTC)

The Developmental Social-Emotional Processing Disorder Is. Associated with Right Hemisphere Abnormalities. Dara Sue Manoach. Ph.D.. Thomas A. Sandson Neuropsychiatry, Neuropsychology, & Behavioral Neurology: April 1995 http://www.mi4nd.com/articles/The%20Developmental%20Social-Emotional%20Processing%20Disorder%20Is%20Associated%20with%20Right%20Hemisphere%20Abnormalities.pdf

Are patients with social developmental disorders prosopagnosic? Perceptual heterogeneity in the Asperger and socio-emotional processing disorders Jason J. S. Barton , Mariya V. Cherkasova , Rebecca Hefter , Terry A. Cox , Margaret O'Connor , Dara S. Manoach DOI: http://dx.doi.org/10.1093/brain/awh194 1706-1716 First published online: 23 June 2004 Brain A Journal of Neurology http://brain.oxfordjournals.org/content/127/8/1706.long http://brain.oxfordjournals.org/content/brain/127/8/1706.full.pdf Donvduyse (talk) 00:51, 7 June 2015 (UTC)

The social-emotional processing stream: Five core constructs and their translational potential for schizophrenia and beyond Kevin N. Ochsner Biol Psychiatry. 2008 Jul 1; 64(1): 48–61. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2453243/ Donvduyse (talk) 01:00, 7 June 2015 (UTC)

Deficient antisaccades in the social–emotional processing disorder. Dara S. Manoach,CA Sandra Weintraub,1 Kirk R. Cognitive Neuroscience and Neuropsychology http://nmr.mgh.harvard.edu/manoachlab/pubs/SEPD_saccadeNeuroReport97.pdf

Hemispheric asymmetries of cortical volume in the human brain Elkhonon Goldberg http://elkhonongoldberg.com/images/hemispheric-asymmetries-of-cortical-volume-in-the-human-brain.pdf Donvduyse (talk) 13:05, 7 June 2015 (UTC)

Communication Disorders in Brain-damaged Children by Desmond Pond MD FRCP Volume 60 April 1967 Section of Psychiatry http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1901754/pdf/procrsmed00170-0049.pdf — Preceding unsigned comment added by Donvduyse (talk • contribs) 10:46, 12 June 2015 (UTC)

E-Journals

Asperger’s Disorder and Nonverbal Learning Disability: Similarity Between Cognitive Profile and Memory Functions AUTHORS Ayşe Kılınçaslan et al.Archives of Neuropsychiatry 2011;48(2)140-14 https://doaj.org/article/49f6e351d81e4f01a6cccfec9f127b5c

Journal References/Abstracts

DISORDERS OF VISUAL SPACE PERCEPTION ASSOCIATED WITH LESIONS OF THE RIGHT CEREBRAL HEMISPHERE ANDREW PATERSON , O. L. ZANGWILL Brain A Journal of Neurology DOI: http://dx.doi.org/10.1093/brain/67.4.331 331-358 First published online: 1 December 1944 — Preceding unsigned comment added by Donvduyse (talk • contribs) 23:41, 12 June 2015 (UTC)

VISUAL-SPATIAL AGNOSIA ASSOCIATED WITH LESIONS OF THE RIGHT CEREBRAL HEMISPHERE Cerebral Dominance in Left-Handed Subjects H. Hécaen2, 3, J. Sauguet Cortex Volume 7, Issue 1, March 1971, Pages 19–48 Brain A journal of neurology http://www.sciencedirect.com/science/article/pii/S0010945271800205

Hemisphere differences in the acquisition and use of descriptive systems ☆ Elkhonon Goldberg Louis D. Costa Brain and Language Volume 14, Issue 1, September 1981, Pages 144–173 http://www.sciencedirect.com/science/article/pii/0093934X81900729 Abstract Differences in neuroanatomical organization of the cerebral hemispheres may account for two fundamental distinctions in processing: the right hemisphere has a greater ability to perform intermodal integration and to process novel stimuli; the left hemisphere is more capable of unimodal and motor processing as well as the storage of compact codes. In the process of acquisition of a new descriptive system, the right hemisphere plays a critical role in initial stages of acquisition, whereas the left hemisphere is superior at utilizing well-routinized codes. This leads to a right-to-left shift of hemisphere superiority as a function of increased competence with respect to a particular type of processing. This process is discussed in reference to various descriptive systems which are operative in normal cognition.

Validity and Neuropsychological Characterization of Asperger Syndrome: Convergence with Nonverbal Learning Disabilities Syndrome A. Klin*, F. R. Volkmar, S. S. Sparrow, D. V. Cicchetti andB. P. Rourke http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.1995.tb01361.x/abstract

Right hemisphere dysfunction in nonverbal learning disabilities: Social, academic, and adaptive functioning in adults and children.Semrud-Clikeman, Margaret; Hynd, George W.Psychological Bulletin, Vol 107(2), Mar 1990, 196-209. http://psycnet.apa.org/journals/bul/107/2/196/ Abstract Addresses recent research on social and nonverbal learning disabilities. Involvement of right hemispheric dysfunction in these disabilities has been hypothesized, as studies with adults have suggested that documented right hemisphere damage may lead to deficits in social skills, prosody, spatial orientation, problem solving, and recognition of nonverbal cues. Studies of children purported to evidence nonverbal learning disabilities are reviewed and compared with the results from studies of adults with right hemisphere damage. Specific subtypes of nonverbal learning disabilities are reviewed, including the nonverbal perceptual-organization-output subtype, Asperger's syndrome, Developmental Gerstmann syndrome, left hemisyndrome, right hemisphere syndrome, and right parietal lobe syndrome. Finally, implications and future research needs are addressed. The need for a diagnostic nosology and improved and validated intervention techniques is stressed as is early identification of these types of specific nonverbal learning disabilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved) — Preceding unsigned comment added by Donvduyse (talk • contribs) 16:33, 7 June 2015 (UTC)

Syndrome of nonverbal learning disabilities: The final common pathway of white-matter disease/dysfunction? Byron P. Rourke Clinical Neuropsychologist Volume 1, Issue 3, 1987 pages 209-234 http://www.tandfonline.com/doi/abs/10.1080/13854048708520056

Right-hemisphere deficit syndrome in children KKS Voeller The American Journal of Psychiatry Volume 143 Issue 8, August 1986, pp. 1004-1009 Abstract Abstract The author describes 15 children with behavioral disturbances, a characteristic neuropsychological profile, and neurological findings consistent with right-hemisphere damage or dysfunction. Almost all of the children had attention deficit disorder. Some were obtuse or unable to interpret social cues, others could not express their feelings but appeared to be sensitive and aware of the emotions of others. The older children were generally in psychotherapy or counseling but responded poorly, suggesting that a different approach to treatment may be indicated.

A Diagnostic Approach to Developmental Specific Learning Disorders Journal of Child Neurology Warren A. Weinberg, MD Anne McLean, MA (J Child Neurol 1986;2:158-172).

Children and adolescents who are not doing well in school are often referred to physicians for evaluation. Many of these children have average or above-average intelligence but are academically frustrated, low achievers. Parents state that although they are convinced that their child is bright, he or she does not seem to learn, and does not behave acceptably in school and at home. Results of the usual pediatric and neurologic examinations are frequently unrevealing. In evaluating children who are doing poorly in school, the clinician must determine whether the child has a developmental specific learning disorder and whether primary affective illness, disturbed vigilance, or hyperactivity complicates the picture. Children who are intelligent but failing in school frequently manifest either one or several of these conditions. Although there are reasonably well-established criteria for affective illness in children, clinically useful criteria for evaluating the variety of childhood learning problems have not been available. We present criteria for the diagnosis of developmental specific learning disorders and briefly mention some aspects of management and treatment. We also describe a primary disorder of vigilance that becomes manifest in school, worsening the learning and performance process, which is further worsened by affective illness. Abstract

Appreciation of pragmatic interpretations of indirect commands: Comparison of right and left hemisphere brain-damaged patients ☆ Nancy S. Foldi Brain and Language Volume 31, Issue 1, May 1987, Pages 88–108 Abstract Indirect commands can elicit “literal” interpretations, directly reflecting the content and form of the utterance, or “pragmatic” interpretations, incorporating knowledge of paralinguistic, social, or historical cues. The aim of this study was to demonstrate how right brain-damaged (RBD) subjects would perform on judgments of these forms of communication. It was predicted that relative to normal controls or aphasic subjects, the RBD subjects would have significant difficulty appreciating the pragmatic interpretation relative to the literal one. Subjects judged the appropriateness of two-part exchanges consisting of (1) indirect commands, (2) direct commands, (3) Wh-questions coupled with (a) pragmatic responses, (b) literal responses, (c) responses verifying the physical surround, or (d) syntactically similar responses. The results confirm that the RBD subjects had a selective difficulty appreciating the indirect commands. Their preference of literal over pragmatic interpretations was significantly different to that of aphasics or normal controls. Hypotheses are offered to explain these data.

☆ A version of this paper was presented at the BABBLE conference, Niagara Falls 1983. The research was in partial fulfillment of the degree of Doctor of Philosophy in the Department of Psychology at Clark University, Worcester, MA. The research was supported by the Department of Psychology, Clark University; The Aphasia Research Center, Boston Veterans Administration Hospital (NIH Grant 06209); The Research Service of the Veterans Adminstration; and NIH Grant NS 11408.

Donvduyse (talk) 01:02, 8 June 2015 (UTC)

Web Sites With a Focus On NLD

National Center for Learning Disabilities

[see: http://www.ncld.org/ > Understood > Learning > Attention Issues >Types of Issues > See More] Nonverbal learning disabilities http://www.understood.org/en/learning-attention-issues/child-learning-disabilities/nonverbal-learning-disabilities

What Is Nonverbal Learning Disability? The National Center for Learning Disabilities https://www.youtube.com/watch?v=llI4voAQZeo

Asperger's Syndrome vs. Nonverbal LD: The Same or Different? The National Center for Learning Disabilities https://www.youtube.com/watch?v=_JWh3lrscqE

NLD on the Web! http://www.nldontheweb.org/ Donvduyse (talk) 20:51, 6 June 2015 (UTC)

NLDline http://www.nldline.com/

LDA Learning Disabilities Association of America http://ldaamerica.org/types-of-learning-disabilities/non-verbal-learning-disabilities/

LD OnLine http://www.ldonline.org/indepth/nonverbal Donvduyse (talk) 14:13, 27 June 2015 (UTC)

Edit for Article

Web Sites With a Focus On NLD

National Center for Learning Disabilities

Understood.org http://www.understood.org/en/learning-attention-issues/child-learning-disabilities/nonverbal-learning-disabilities

What Is Nonverbal Learning Disability? https://www.youtube.com/watch?v=llI4voAQZeo

Asperger's Syndrome vs. Nonverbal LD: The Same or Different? https://www.youtube.com/watch?v=_JWh3lrscqE

LDA Learning Disabilities Association of America

http://ldaamerica.org/types-of-learning-disabilities/non-verbal-learning-disabilities/

NLD on the Web!

http://www.nldontheweb.org/

NLDline

http://www.nldline.com/

LD OnLine

http://www.ldonline.org/indepth/nonverbal Donvduyse (talk) 14:13, 27 June 2015 (UTC)

Videos About NLD

What Is Nonverbal Learning Disability? The National Center for Learning Disabilities

https://www.youtube.com/watch?v=llI4voAQZeo

Asperger's Syndrome vs. Nonverbal LD: The Same or Different? The National Center for Learning Disabilities

https://www.youtube.com/watch?v=_JWh3lrscqE

Understanding Nonverbal Learning Disorder.

A introduction and developmental overview of Nonverbal Learning Disorder (NVLD or NLD) by psychologists Jessica Broitman, Ph.D and Jack Davis, Ph.D, and learning specialist, Kitty Lindow, M.Ed. (NVLD) https://www.youtube.com/watch?v=vymdZUuB-T4

Audio Programs

Childhood Matters: Growing Up with Asperger's Syndrome - April 13, 2008 https://archive.org/details/childhood-matters-08-04-13

Childhood Matters: Does My Teen Have a Learning Disability? How Can I Tell? — November 21, 2010 by Childhood Matters https://archive.org/details/childhood-matters-10-11-21

A review of "A Special Kind of Brain: Living with Nonverbal Learning Disability" by Nancy Russell-Burger. https://archive.org/details/Book_Review_A_Special_Kind_of_Brain

MYG Intro To Learning Disabilitites 051913 by Vista Health Services, Inc. and Dr. Abruzzese. Published May 13, 2013 https://archive.org/details/MYGIntroToLearningDisabilitites051913

Additional Media

Nonverbal Learning Disabilities [Slide Show PDF] Betty Gridley Ball State University http://cms.zcs.k12.in.us/sites/default/files/uss/nonverbal_gridley.pdf Donvduyse (talk) 01:15, 6 June 2015 (UTC)

Non Verbal Learning Disorder [Slide Show PDF] NVLD Amy Mahlke Independent Consultant http://www.pacer.org/help/symposium/2010/pdf/Exploring%20the%20Signs%20and%20Interventions%20for%20Nonverbal%20Learning%20Disorders%20%28NVLD%29,%20Amy%20Mahlke.pdf

NONVERBAL LEARNING DISABILITY & ASPERGER’S DISORDER [Slide Show PDF] LINDA C. CATERINO, PH.D., ABPP ARIZONA STATE UNIVERSITY http://www.az-ns.org/presentations/Nonverbal_Learning_Disability_vs_Aspergers.pdf

An Interview with Peter Flom, Ph.D. on Nonverbal Learning Disorder by David Van Nuys, Ph.D. [transcript from the Wise Counsel Podcast] http://www.lynnhavencounseling.com/resources/nonverbal

Relevent Wikipedia Pages

Specific Learning Disabilities that overlap with NLD

Dyspraxia > https://en.wikipedia.org/wiki/Developmental_coordination_disorder

https://en.wikipedia.org/wiki/Dyscalculia

https://en.wikipedia.org/wiki/Dysgraphia

https://en.wikipedia.org/wiki/Dyssemia

Related conditions

https://en.wikipedia.org/wiki/Sensory_processing_disorder

https://en.wikipedia.org/wiki/Anosognosia Donvduyse (talk) 13:40, 13 June 2015 (UTC)

Related Abilities/Disabilities

https://en.wikipedia.org/wiki/Spatial_visualization_ability — Preceding unsigned comment added by Donvduyse (talk • contribs) 20:25, 13 June 2015 (UTC)