Clinical Practice and the Law for NVLD
Neuropsychologists, school psychologists, school counselors, and educational therapists are particularly well suited to perform disability and education-related evaluations. One of the key roles of these clinicians is to provide recommendations to the K-1
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Introduction Jessica Broitman and John M. Davis
The Centers for Disease Control and Prevention currently estimates that 8.7% of the school population children from ages 6 to 17 have learning disabilities (Pastor & Reuben, 2008), and this accounts for roughly half of all students currently receiving special educational services. Informal estimates are that 10–15% of these students identified as having a learning disability have a nonverbal learning disorder (NVLD) Rourke, 1985. Over the last 20 years there has been a significant increased interest in the treatment of children with NVLD. The number of publications concerning NVLD has risen from 15 in the years between 1981 and 1990 to 85 in the years 2001–2010 (Semrud-Clikeman, Fine, & Bledsoe, 2008). Unfortunately, efficacious treatments for children with NVLD have not progressed at the same rate, and most interventions that are published are based on anecdotal or clinical experience. It is imperative that practitioners know how to treat students who are at risk for and manifest this disorder. We believe that it is important to collect such information in one volume so we can more fully understand and determine the efficacy of such treatments and to begin to establish empirical bases for such treatments. The role of the school professional in providing or guiding these services has increased and it is expected that this book will serve as a resource for all psychologists and all other education professionals, both within and outside of educational agencies, and to students training to be clinical or school psychologists, educational therapists, speech and language specialists, occupational therapists, and special education teachers.
J. Broitman, Ph.D. (*) San Francisco Psychotherapy Research Group, 9 Funston Street, San Francisco, CA 94129, USA e-mail: [email protected] J.M. Davis, Ph.D. California State University, East Bay, 25800 Carlos Bee Blvd, Hayward, CA 94542-3095, USA e-mail: [email protected] J. Broitman and J.M. Davis (eds.), Treating NVLD in Children: Professional Collaborations for Positive Outcomes, DOI 10.1007/978-1-4614-6179-1_1, © Springer Science+Business Media New York 2013
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J. Broitman and J.M. Davis
The purpose of this book will be to provide practitioners with an understanding of the treatment needs of children with NVLD and more importantly knowledge of the roles of the many varied professionals with whom they will be interacting. Unlike other learning disabilities, the number of professionals involved in treatment for students with NVLD for best practice is often many and varied. Treatment is further complicated due to the difficulty in accurately diagnosing children with NVLD and the differing labels and names associated with this disorder, for example: developmental coordination disorder, dyspraxia, mathematics disorder, semantic pragmatic disorder, etc. The reader will see that we advocate for a team approach with one member of the team serving as the case manager. Which professional takes the lead role is likely to shift over
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