Overview of NVLD
This chapter provides an overview of the evolution of what we, today, call a nonverbal learning disorder (or nonverbal learning disability) (NVLD). Although there was increased interest in this disorder in the 1980s and 1990s, researchers and practitioner
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Overview of NVLD Jessica Broitman and John M. Davis
This chapter provides an overview of the evolution of what we, today, call a nonverbal learning disorder (or nonverbal learning disability) (NVLD). Although there was increased interest in this disorder in the 1980s and 1990s, researchers and practitioners have not even been able to agree whether nonverbal learning disabilities should be abbreviated as NLD (mostly used on the West Coast) or NVLD (preferred by East Coast clinicians), nor have they arrived at an accepted definition for this condition, although Rourke’s definition is the most frequently noted (Pelletier, Ahmad, & Rourke, 2001). We will use the abbreviation NVLD for the purposes of this book. Estimates vary about how prevalent NVLD is, but the most frequently cited estimate is that 10–15% of all learning-disabled students have NVLD (Ozols & Rourke, 1988). It is imperative that practitioners know how to identify and treat students who are at risk for, and manifest, this disorder. Although data has been accumulating since Johnson and Myklebust’s (1967) classic work, Learning Disabilities: Educational Principles and Practices, nonverbal learning disabilities are still the least known and the least understood learning disorder. We begin with a review of the clinician’s concept of the child with NVLD. Next we present a brief overview of the pioneers’ thoughts about this disorder, and then we discuss the most common definition of NVLD, and then the current dominant model of the etiology of NVLD. Unfortunately, as is the case with other learning
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_2, © Springer Science+Business Media New York 2013
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disabilities (LD) (Duane, 1991) and developmental disorders (DD) (Ozonoff & Rogers, 2003), the exact cause or causes of NVLD are not yet clear. However, the most current model of understanding NVLD which is from a neurological perspective commonly called the white matter model will be presented. Additionally, we describe the symptoms as they manifest at different developmental stages, along with the professionals likely to become involved in each stage whose work is represented in other chapters of this book. Lastly we broaden our understanding of NVLD as a neurobiologically based learning disorder by looking at it through the clinical lens of multiple subtypes. Due to the limitations of space we present only a very brief review of these important topics. For a more comprehensive treatment we direct the reader to Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice (Davis & Broitman, 2011).
Overview of NVLD In order to help r
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