Nonverbal learning disability affects a child’s ability to understand nonverbal communication and can lead to social and motor skill difficulties. It is often misdiagnosed as ADD, ADHD, or autism. Treatment involves routines, predictable environments, and behavioral and language therapies.
Nonverbal learning disability, or disorder, is a learning condition in which the child has difficulty understanding lessons involving nonverbal communication, usually in classroom settings. Some children may suffer from a lack of social and motor skills, leading them to withdraw from their peers and become shy. Nonverbal learning disability is often underdiagnosed or misdiagnosed as attention-deficit disorder (ADD) or attention-deficit hyperactive disorder (ADHD), sometimes even for autism, because these disorders can have similar symptoms.
The person who identified and named the nonverbal learning disability as such was Dr. Byron P. Rourke, a neuropsychologist who, in 1985, defined the disorder as “a dysfunction of the right hemisphere of the brain.” This part of the brain is responsible for processing “spatial, intuitive, organizational, and evaluative” information considered non-verbal. Another possible cause indicated by Dr. Rourke is the impairment of the white matter of the neural system, resulting in poor transmission of “messages” between the right and left hemisphere. It is uncertain whether heredity and genes are significant factors in NLD.
Contrary to popular belief, a child with a nonverbal learning disability is often exceptionally bright, sometimes even considered “gifted,” based on intelligence quotient (IQ) tests. He is also very articulate, expresses himself very well through verbal means and tends to be adept at reading. His difficulties, however, arise in understanding mathematical lessons such as word problems and geometric shapes. The child may also have a poor sense of direction and fail to understand scientific and abstract concepts well; instead he means them literally. It can also be observed that he lacks motor skills and coordination, such as in sports and other physical activities, especially in the left region of his body.
Aside from abstract reasoning and motor skills, a child with a nonverbal learning disability tends to have poor social skills and does not do well in group activities. He doesn’t know how to process non-verbal cues that usually express emotion, such as a smile, a furrowed brow or a yawn. As a result, the child will often have difficulty making and keeping friends and will resort to becoming reclusive and withdrawn.
Treating a child with a non-verbal learning disability requires a lot of ‘training’, for both the guardian and the child. Routines and a predictable environment will help a child feel comfortable and ensure that she can perform certain activities well. Should any changes occur, the guardian should prepare the child and talk to him beforehand. Writing down any chores, activities, and other events will help a child retain and organize information in a language she understands. Treatment may also involve doing behavioral and language therapies to address social skills.
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