Nonverbal Learning Nonverbal Learning Disabilities Disabilities � NLD overview NLD overview � � Examination of an Intervention Used to Improve Examination of an Intervention Used to Improve � Visual Working Memory Visual Working Memory � Hypothesized Intervention to Improve Social Hypothesized Intervention to Improve Social � Competency Competency By Amanda Lee, Jason Parker & Shelley Vainshtein By Amanda Lee, Jason Parker & Shelley Vainshtein � �
Overview of NLD Overview of NLD � General Features General Features � � Pluralistic population Pluralistic population � � Etiological uncertainty Etiological uncertainty � � Relative dearth of research Relative dearth of research � � Areas of Strength Areas of Strength � � Above average verbal skills Above average verbal skills � � Strong rote memory Strong rote memory � � Become experts on subjects Become experts on subjects � � Follow the rules (sometimes to a fault) Follow the rules (sometimes to a fault) � � Correlation with high intelligence and NLD Correlation with high intelligence and NLD �
Overview of NLD (cont’ ’d) d) Overview of NLD (cont � Areas of Weakness Areas of Weakness � � Visual-spatial recognition/perception skills � Attention/focus/processing speed � Social skills (e.g. pragmatic language, expressive language, nonverbal communication, semantics) � Emotional stability (advanced risk for suicide) � Executive functioning (e.g. organization, planning, prioritizing) � Reading comprehension � Rigidity (i.e. poor adaptability) � Fine and gross motor skills
Overview of NLD (cont’ ’d) d) Overview of NLD (cont � Practical Examples � Locker/desk/nap sack � Lost in the hallway and playground � Social isolation � Copying from the board � Written work and phonetic spelling � Lots of questions � Bullying � Linear objects
Overview of NLD (cont’ ’d) d) Overview of NLD (cont � More than Just a Learning Disability � Co-morbidity with behavioural and psychological pathologies � NLD with: processing speed disorder, ADHD, OCD, OCPD (perhaps maladaptive perfectionism), Tourette’s syndrome, Anxiety disorders, ODD, clinical depression, substance abuse, bipolar � greater risk for physical injury � greater risk for stress related diseases (e.g. hypertension, stroke, heart attack, depression)
Evidence Mammarella, I .C., Cornoldi, C., Pazzaglia, F., Toso, C., Mammarella, I .C., Cornoldi, C., Pazzaglia, F., Toso, C., � � Grimoldi, M., & Vio, C. (2006). Evidence for a double Grimoldi, M., & Vio, C. (2006). Evidence for a double dissociation between spatial- dissociation between spatial -simultaneous and spatial simultaneous and spatial- - sequential working memory in visuospatial (nonverbal) sequential working memory in visuospatial (nonverbal) learning disabled children. Brain and Cognition Brain and Cognition , 62, 58 , 62, 58- -67. 67. learning disabled children. Initial study to prove difference between spatial- -simultaneous and simultaneous and Initial study to prove difference between spatial � � spatial- -sequential working memory in individuals with NLD sequential working memory in individuals with NLD spatial Discusses the importance of distinguishing between these processes es Discusses the importance of distinguishing between these process � � within the visuospatial working memory within the visuospatial working memory Distinction between sequential and simultaneous processes may Distinction between sequential and simultaneous processes may � � contribute to the further understanding of working memory contribute to the further understanding of working memory Further research is necessary Further research is necessary � �
Simultaneous- -Spatial Spatial Simultaneous Working Memory Working Memory Mammarella, I .C., Coltri, S., Lucangeli, D., & Cornoldi, C. (2009). 9). Mammarella, I .C., Coltri, S., Lucangeli, D., & Cornoldi, C. (200 I mpairment of simultaneous- -spatial working memory in spatial working memory in I mpairment of simultaneous nonverbal (visuospatial) learning disability: A treatment case nonverbal (visuospatial) learning disability: A treatment case study. Neuropsychological Rehabilitation, 19 (5), Neuropsychological Rehabilitation, 19 (5), 761 761- -780. 780. study. � Literature Literature � � Intact verbal but impaired visuo Intact verbal but impaired visuo- -spatial abilities spatial abilities � � Types of deficits include: visuo Types of deficits include: visuo- -spatial spatial � organizational, psychomotor, tactile- -perceptual, perceptual, organizational, psychomotor, tactile non- -verbal problem solving skills, visuo verbal problem solving skills, visuo- -spatial spatial non working memory deficits working memory deficits
Visuo- -Spatial Working Memory Spatial Working Memory Visuo � Working memory for manipulating visual Working memory for manipulating visual � and spatial info and spatial info � These areas activate different areas of the These areas activate different areas of the � brain and may be separate components brain and may be separate components
Aim Aim � Test the efficacy of a visuo Test the efficacy of a visuo- -spatial spatial � memory treatment for a child with NLD memory treatment for a child with NLD � Specifically could this child improve on Specifically could this child improve on � visuo- -spatial working memory (VSWM) spatial working memory (VSWM) visuo after training in this area after training in this area
Subject Subject � 11 year old with a diagnosis of NLD 11 year old with a diagnosis of NLD � � Grade six in Italy Grade six in Italy � � School reported concerns with: recalling School reported concerns with: recalling � the positions of objects, orientation the positions of objects, orientation around the school, and remembering the around the school, and remembering the locations of familiar landmarks locations of familiar landmarks
Assessment Assessment � Visuo Visuo- -spatial Battery (BVS) spatial Battery (BVS) � � 9 computerized tests 9 computerized tests � � These assessed visual, sequential These assessed visual, sequential- -spatial, spatial, � and simultaneous- -spatial components spatial components and simultaneous � Had to indicate whether the slide was the Had to indicate whether the slide was the � same as the one previously presented same as the one previously presented � Test progress through a hierarchy starting Test progress through a hierarchy starting � with two objects up to eight objects with with two objects up to eight objects with three repetitions at each level three repetitions at each level
Assessment Assessment � Half the responses at each level were the Half the responses at each level were the � same, the other half were different same, the other half were different � Presentation of slides was timed Presentation of slides was timed � � Final score is the sum of the last three Final score is the sum of the last three � correct questions correct questions � Results were compared to a normative Results were compared to a normative � sample sample
Visual Memory Assessment Visual Memory Assessment � Nonsense shapes task Nonsense shapes task � � Little fish recognition task Little fish recognition task � � Toy balloons recognition task Toy balloons recognition task �
Sequential- -Spatial Assessment Spatial Assessment Sequential � Sequential light Sequential light- -bulbs recognition task bulbs recognition task � � Sequential lines test Sequential lines test � � Dot matrix sequential test Dot matrix sequential test �
Simultaneous- -Spatial Spatial Simultaneous Assessment Assessment � Simultaneous light Simultaneous light- -bulbs recognition task bulbs recognition task � � Simultaneous lines test Simultaneous lines test � � Dot Matrix Simultaneous test Dot Matrix Simultaneous test �
Assessment Assessment � Child scored below the mean on spatial Child scored below the mean on spatial- - � simultaneous tests simultaneous tests � Simultaneous light Simultaneous light- -bulb recognition task bulb recognition task � � Simultaneous lines test Simultaneous lines test �
Treatment Treatment � Designed to improve child's ability to Designed to improve child's ability to � memorize simultaneous- -spatial material spatial material memorize simultaneous � Conducted over seven sessions within one Conducted over seven sessions within one � month month � 40 minutes of playing games 40 minutes of playing games � � 10 minutes of discussing strategies with a 10 minutes of discussing strategies with a � trainer and providing a metacognitive trainer and providing a metacognitive briefing to the child where strategy briefing to the child where strategy efficacy was discussed efficacy was discussed
Treatment Treatment � Strategies discussed include: Strategies discussed include: � � Chunking Chunking � � Verbalization of stimuli Verbalization of stimuli � � Mental imagery Mental imagery � � Three phases of training: memory Three phases of training: memory � recognition, memory recall, and everyday recognition, memory recall, and everyday memory memory
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