Children with NVLD do best with instruction that is verbal and descriptive in nature. Instead of showing them how to perform a math operation, for instance, they should be verbally instructed in a step-by-step manner.
Classroom Strategies
Within the classroom, teachers may find the following suggestions helpful in working with students with nonverbal learning disabilities:
• Project an attitude of acceptance, respect, and warmth.
• Highlight the student's strengths, both publicly and to the student—and use these strengths in such constructive situations as reading to a younger student.
• Provide frequent feedback and individual attention.
• Keep routines predictable and post an outline of the day's activities (clarify any changes in advance).
• Give specific directions for every group activity because carryover is unlikely.
• Provide verbal explanations—with many examples of what is expected.
• Break tasks down into smaller components.
• Simplify all visual materials.
• Provide simple graphic organizers (vertical outlines, not webbing).
• Use lined paper for math lessons, folding it into smaller squares to help contain the work.
• Use experiential activities to develop measurement and spatial concepts.
• Provide many examples of drawing inferences from spoken and written information, organizing complex written and verbal output, and using organizational strategies for problem solving and managing independent work. Explain metaphoric language again and again.
Reading Comprehension
Assess reading comprehension carefully because good oral reading can hide the extent of weak comprehension. Teach strategies to aide comprehension such as learning to identify the topic sentence and highlighting important information for later study or review. Tell them what specific facts they will need to know for a test rather than asking them to determine, on their own, what important information within a text or lecture they should focus on.
Language Concepts
Because language concepts can be weak, children with NVLD need to understand terms such as same versus different, part-to-whole relationships, how to classify or categorize objects and the difference between cause and effect. In expressive language instruction they should focus on staying on the topic, listening without interruption, and recognizing when someone has signaled the end of a conversation.
Remember that watching you do something is not the best way for your child to learn. Instead, instruct them in a step-by-step manner. Reminder lists of even basic tasks such as daily hygiene and simple chores are very helpful. It is all right to point out to them what they may not yet have recognized about themselves, i.e., "You do much better when you know what's going to happen than when you get unexpected surprises." Constructive suggestions rather than criticism work best.
Spatial Concepts
Spatial concepts are difficult for children with NVLD so they may need to learn verbal self-instruction for analyzing and reproducing designs. Certain tasks such as map reading or learning the location of all the capital cities should be avoided altogether. If telling time on a clock face is very challenging, teach telling time with a digital clock instead.
Writing
Written work can be extremely frustrating due to the combination of mechanical problems related to fine motor delays and poor visual spatial skills. Decrease the quantity of writing expected and instead allow verbal expression of information. Also, teach early keyboard skills.
Educational Setting
Involve the school counselor or social worker to foster social development at school. Friendship groups that involve a small number of selected peers are one intervention. Teachers can help identify which classmates would be most responsive and supportive of your child. Specific, concrete instruction such as teaching the child how and when to initiate peer interactions, how to wait one's turn or the appropriate moment to speak, how to make consistent eye contact and pleasant facial expressions can be very beneficial.
Create a supportive home environment in which your child feels secure and successful. Minimize demands that highlight your child's weaknesses by being very clear and specific about what you expect. Observe your child carefully in novel or complex situations to gain an appreciation of strengths and weaknesses and set your expectations accordingly.
Nonverbal Learning Disorder Syndrome is not a widely recognized diagnosis and school personnel may be genuinely unsure about how best to serve your child. A comprehensive and thorough neuropsychological assessment by an experienced clinician, with regular follow-ups, is critical to insure that appropriate strategies are put in place to assist your child in realizing his or her potential.
Classroom Strategies
Within the classroom, teachers may find the following suggestions helpful in working with students with nonverbal learning disabilities:
• Project an attitude of acceptance, respect, and warmth.
• Highlight the student's strengths, both publicly and to the student—and use these strengths in such constructive situations as reading to a younger student.
• Provide frequent feedback and individual attention.
• Keep routines predictable and post an outline of the day's activities (clarify any changes in advance).
• Give specific directions for every group activity because carryover is unlikely.
• Provide verbal explanations—with many examples of what is expected.
• Break tasks down into smaller components.
• Simplify all visual materials.
• Provide simple graphic organizers (vertical outlines, not webbing).
• Use lined paper for math lessons, folding it into smaller squares to help contain the work.
• Use experiential activities to develop measurement and spatial concepts.
• Provide many examples of drawing inferences from spoken and written information, organizing complex written and verbal output, and using organizational strategies for problem solving and managing independent work. Explain metaphoric language again and again.
Reading Comprehension
Assess reading comprehension carefully because good oral reading can hide the extent of weak comprehension. Teach strategies to aide comprehension such as learning to identify the topic sentence and highlighting important information for later study or review. Tell them what specific facts they will need to know for a test rather than asking them to determine, on their own, what important information within a text or lecture they should focus on.
Language Concepts
Because language concepts can be weak, children with NVLD need to understand terms such as same versus different, part-to-whole relationships, how to classify or categorize objects and the difference between cause and effect. In expressive language instruction they should focus on staying on the topic, listening without interruption, and recognizing when someone has signaled the end of a conversation.
Remember that watching you do something is not the best way for your child to learn. Instead, instruct them in a step-by-step manner. Reminder lists of even basic tasks such as daily hygiene and simple chores are very helpful. It is all right to point out to them what they may not yet have recognized about themselves, i.e., "You do much better when you know what's going to happen than when you get unexpected surprises." Constructive suggestions rather than criticism work best.
Spatial Concepts
Spatial concepts are difficult for children with NVLD so they may need to learn verbal self-instruction for analyzing and reproducing designs. Certain tasks such as map reading or learning the location of all the capital cities should be avoided altogether. If telling time on a clock face is very challenging, teach telling time with a digital clock instead.
Writing
Written work can be extremely frustrating due to the combination of mechanical problems related to fine motor delays and poor visual spatial skills. Decrease the quantity of writing expected and instead allow verbal expression of information. Also, teach early keyboard skills.
Educational Setting
Involve the school counselor or social worker to foster social development at school. Friendship groups that involve a small number of selected peers are one intervention. Teachers can help identify which classmates would be most responsive and supportive of your child. Specific, concrete instruction such as teaching the child how and when to initiate peer interactions, how to wait one's turn or the appropriate moment to speak, how to make consistent eye contact and pleasant facial expressions can be very beneficial.
Create a supportive home environment in which your child feels secure and successful. Minimize demands that highlight your child's weaknesses by being very clear and specific about what you expect. Observe your child carefully in novel or complex situations to gain an appreciation of strengths and weaknesses and set your expectations accordingly.
Nonverbal Learning Disorder Syndrome is not a widely recognized diagnosis and school personnel may be genuinely unsure about how best to serve your child. A comprehensive and thorough neuropsychological assessment by an experienced clinician, with regular follow-ups, is critical to insure that appropriate strategies are put in place to assist your child in realizing his or her potential.