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Asperger and Nonverbal Learning Disorder (NLD)
Non Verbal Learning Disorder (NLD)
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History:
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 Discovery of the NLP syndrome began in the early 1970's with research involving learning disabled children identified by discrepancies between their verbal and performance IQ's
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Theories:
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 Evidence and theories suggest that destruction, disorder, or dysfunction of the white matter in the right hemisphere could be the cause for nonverbal learning disorders.
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Right Hemisphere Function:
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 The areas of the brain which processes nonverbal or performance-based information, including the visuo-spatial, intuitive, organizational, evaluative, and holistic processing functions of an individual.
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Common Characteristics of NLD:
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 Expresses him or herself eloquently
 Lacks coordination
 Sever balance problems
 Difficulty with fine motor skills
 Lack of image/poor visual recall
 Faulty spatial perceptions
 Difficulties w/ spatial relations
 Lack of ability to comprehend non verbal communication
 Difficulties adjusting to transitions and new situations
 Significant deficits in social judgment and interaction
 Performance IQ is significantly lower than verbal IQ
 Early speech and vocabulary development
 Remarkably remote memory skills
 Attention to detail
 Early reading skill development
 Excellent spelling skills
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Three Categories of NLD
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Motor-
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 A lack of coordination
 Severe balance problems,
 difficulty with graphomotor skills
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Visual-Spatial-Organization
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 A lack of image
 poor visual recall
 faulty spatial perceptions
 difficulty with spatial relations
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Social-
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 A lack of ability to comprehend nonverbal communication
 difficulties adjusting to transitions and novel situations,
 significant deficits in social judgment and interpretation
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NLD
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Motoric Dysfunction
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 Resists eating with a spoon or fork
 Difficulty learning to tie shoes
 Talks self through motor tasks
 Difficulty holding scissors/pen correctly
 Press very deeply to control writing
 Cognitively secures equilibrium
 Does not automatically resume balance
 Delays in learning to ride a bike
 Difficulty remained seated on a chair
 Prefers to eat and work on the floor
 Difficulty mastering simple athletic skills
 Difficulty with fine motor
 Poor psycho-motor coordination
 Difference in movement between dominant and non dominant sides of body
 Motoric difficulties on left side of body
 Avoid crossing midline
 Hesitant to explore motorically
 Extreme vacillations with balance
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NLD
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Visual-Spatial- Organizational Dysfunction
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 Difficulty with spatial perceptions/relations
 Difficulty w/recognition and organization of visual spatial information
 Difficulty w/visual memory and visualization
 Difficulty w/coordination of visual input with Motoric processing
 Difficulty w/visual form constancy
 Difficulty w/gestalt impressions
 Difficulty w/concept formation
 Visual-spatial confusion
 Verbally labels everything
 Does not form visual images or revisualization
 Spatial reference is neglected
 Not drawn to building or constructions toys
 Difficulty maneuvering through space
 Uses counting, labeling, recounting
 Prefers predictable situations
 Difficulty remembering shapes
 Difficulty remembering sequences
 Written tasks are slow and arduous
 Difficulty copying form the chalkboard
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NLD
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Social Dysfunction
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 Does not understand deceit, cunning, or manipulation
 Takes everyone at face value
 Hidden meanings in language and social interaction are not detected
 Often regarded as smart
 Seen as ill-mannered, discourteous, rude
 Labeled as annoying or attention-getting
 Social blunders are incessant and tenacious
 Inability to discern nonverbal cues
 Ineffective at recognizing faces, interpreting gestures, deciphering postural clues, and reading facial expressions
 Does not notice changes in tone of voice
 Does not alter expression in speech
 Very literal translation
 Continuous misjudgment and misinterpretations
 Naively trusting
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Mary M. Muoio, MS OT, Post-MS GRN
e-mail at mary@healthmood.com
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