•

STRENGTHS
Speak early and eloquently
REFERENCES
Broitman, J., & Davis, J. M. (2015). Treating NVLD in children:
WHAT IS NVLD?
• Early readers Professional collaborations for positive outcomes. Berlin: NONVERBAL LEARNING DISORDER
Springer.
• Excellent verbal memory
• Well-developed vocabulary Goldman, B. (2010, May 12). Understanding Nonverbal Learning
• Good spellers Disabilities. Retrieved July 15, 2020,
from https://www.slideshare.net/bingold/understanding-
• Auditory learners nonverbal-learning-disabilities
• Attention to detail
• Strong factual recall Harnadek MC, Rourke BP. Principal identifying features of the
syndrome of nonverbal learning disabilities in children. J Learn
• Remember concrete details from a Disabil. 1994;27(3):144-154. A nonverbal learning disorder (NVLD) is
story a developmental brain-based disorder
Kelly, K. (2019, October 04). Classroom Accommodations for
Nonverbal Learning Disabilities. Retrieved July 14, 2020,
that impairs a child's capacity to
perceive, express, and understand
STRUGGLES
from https://www.understood.org/en/school-
learning/partnering-with-childs-school/instructional- nonverbal (nonlinguistic) signs
strategies/at-a-glance-classroom-accommodations-for-
• Fine and gross motor skills nonverbal-learning-disabilities
• Spatial awareness It is generally expressed as a pattern of
• Organization and planning Morris, Stephanie. (2002). Promoting Social Skills Among impaired functioning in the nonverbal
Students with Nonverbal Learning Disabilities. Teaching domains, with higher functioning in the verbal
• Multitasking Exceptional Children, 34(3), 66-70. domain.
• Recalling visual information
• Reading social cues Nonverbal Learning Disorder | Psychology Today Canada. (2017,
The name “non-verbal learning disorder” is
September 22). Retrieved July 15, 2020, from
• Interpreting non-verbal https://www.psychologytoday.com/ca/conditions/nonverbal- confusing; it suggests that those with NLD do
communication learning-disorder not speak, but quite the opposite is true.
• Understanding charts and diagrams Approximately 93 percent of communication
Patino, Erica. (2020, July 13). "How Symptoms of Nonverbal
(maps, graphs, etc.) Learning Disorder Change over Time" Understood.org. Retrieved
is non-verbal — body language, facial
• Math skills from: https://www.understood.org/en/learning-thinking- expressions, tone of voice. Those with NLD
differences/child-learning-disabilities/nonverbal-learning- have trouble interpreting this non-verbal
disabilities/ language, relying on the seven percent of

LEARN MORE
communication that is verbal to understand
Telzrow, Cathy F. & Bonar, Amiee M. (2002). Responding to
Students with Nonverbal Learning Disabilities. Teaching
what others mean.
Exceptional Children, 34(6), 8-13.
• https://nvld.org/
• https://childmind.org/article/how- Thompson, Sue. (2020, July 13). "Nonverbal Learning

can-we-help-kids-with-non-verbal-
Disorders." Learning Disorders Online. Retrieved Examples of non-verbal
communication
from: http://ldonline.org/article/Nonverbal_Learning_Disorders.
learning-disorder/ html
• https://www.miottawa.org/Health/CM
Vercillo, Kathryn. (2020, July 13). "The Social Implications of Body Language
H/pdf/brains/Social%20Functioning/Ar Nonverbal Learning Disorder." We Have Kids. Retrieved from: (posture and
Speech
Facial Expressions
(sound and pitch)
ticles%20and%20Readings/Nonverbal https://wehavekids.com/parenting/The-Social-Implications-of- gestures)
%20Learning%20Disabilities%20Resourc Non-Verbal-Learning-Disorder-NVLD

es.pdf Personal Space Touch Eye Contact

• https://www.additudemag.com/what
-is-nonverbal-learning-disorder-
symptoms-and-diagnosis/ *Did you know that in one face-face interaction with just one person,
you can exchange up to 10,000 nonverbal cues in less than one minute?
CHARACTERISTICS OF SOCIAL SKILLS STRATEGIES
Classroom Schedules and Routines

NVLD BY AGE • Create a daily class routine that changes as little as

possible.
• Post class schedules, rules, and expectations; make
sure the student sees them.
Elementary School • Make a laminated card with the student’s schedule on
• Struggles with reading comprehension Students with NVLD face academic it.
• Provide verbal cues before transitions.
and math problem solving challenges in school, but more • Give the student plenty of time to preview and
• Memorizes and shares facts
• Misinterprets social cues like sarcasm
prevalent are the difficulties prepare for new activities like group projects, field trips,
and other changes in routine.
associated with peer and teacher
Introducing New Concepts
interactions. Examples of daily • Give a short review or connection to a previous lesson
challenges faced in the classroom before teaching new ideas.
• Give an overview of a lesson before teaching it and
environment include: clearly state the objective.
• Use simple, concrete and clear language.
Middle School Inability to establish and • Explain figures of speech as you use them.
• Difficulty organizing thoughts in writing maintain peer relationships
• Explain jokes and identify sarcasm and words that
have more than one meaning.
and note taking • Break down abstract concepts and rephrase if
• Cannot grasp abstract concepts needed.
• Confused by social rejection
Trouble initiating Providing Instructions and Materials
• Speak slowly when giving directions.
conversations with others or • Provide written directions even for assignments you’d
participating in group work expect a student to be able to generalize from the
past.
• Provide guided notes to use in class and to help the
student zero in on key points of complex assignments.
High School • Provide a rubric that describes the elements of a
• May struggle with anxiety or depression Lack empathy and have a successful assignment.
• Shorten assignments to avoid overwhelming the
• Difficulty establishing and maintaining difficult time relating to peer's student.
peer relationships emotions or moods • Adapt worksheets to cut down on handwriting.
• Unsuccessful with dating • Chunk large assignments into smaller steps, making
sure the student understands the overall goal and how
the parts fit together.
Difficulty with class rules • Provide the test format ahead of time so the student
can focus on content.
(listening to teacher, following • Provide extended time for taking tests.
directions or raising hand)
Young Adult Building Self-Regulation and Social Skills
• Proactively identify signs of overstimulation or
• Struggles to complete written frustration.
assignments or paperwork Behaviour problems due to • Use a nonverbal signal with the student to indicate the
• Difficulty establishing and maintaining need for a brain break.
being frustrated and not able • Identify a calming zone at school where the student
emotional relationships
• Trouble with problem solving and to express their needs can go to regroup and relax.
• Teach social rules like how close to stand to people
adapting to new situations and how to interpret body language and other
• Makes poor first impressions (jobs or nonverbal cues.

relationships) Distractible and gives up • Pre-correct and prompt to help teach social skills.
• Respond to inappropriate behavior using respectful
easily on tasks when faced redirection.
• Develop a consistent strategy for when the student
with challenges repeats questions or gets stuck on a topic or idea
(sometimes called “ perseveration”).