NLD and the Middle School Transition

NLD children often experience significant difficulty adapting to novel and otherwise complex situations. They evidence an over-reliance on rote behavior and may become oppositional or avoidant when required to organize, analyze and synthesize new information. As the demand for such higher-level thinking and organizational skill increases during middle school years, the problems of NLD children become more debilitating (Rourke, 1995).

NLD children typically display significant deficits in social perception, social judgment and social interaction, which may become more prominent with increasing years (Rourke, 1995). Many pre-teenagers and adolescents with Non-Verbal Learning Disorders display a marked tendency toward social withdrawal and even social isolation with advancing years. While acting out behaviors and conduct problems may be evident in young NLD children, indications of excessive anxiety, depression and associated internalized forms of social and emotional disturbance may become increasingly problematic when NLD children enter adolescence (Rourke, 1995).

Although often hyperactive during early childhood, NLD children generally become more hypoactive as they get older (Rourke, 1995). They are frequently described by others as "socially immature" and may suffer from a disturbed body image (Johnson & Myklebust, 1960). Due to their difficulties with interpreting non-verbal social cues, processing novel stimuli and expressing emotion appropriately through voice and facial expression (Ozols & Rourke, 1985), NLD teens often experience more difficult adolescent transitions than those with normal social competencies.

Characteristics often attributed to NLD adolescents and adults include:

Shyness and introversion
An inability to display affect
Chronic emotional difficulties
Poor social perception, and
Impaired visual-spatial skills (Badian, 1992; Weintraub & Mesulam, 1983).

Academic difficulties, which interfere with school performances and test taking, may include:

Poor work habits
Slowness in getting started and finish
Disorganization (losing things, forgetfulness)
Poor peer relationships
Dependency on parents and teachers for support
Low test grades due to poor comprehension
Difficulty with complex mathematical reasoning and problem solving
Difficulty accepting criticism (Badian, 1992).

Resources:

Badian, N. A. (1992). Nonverbal learning disability, school behavior and dyslexia. Annals of Dyslexia, 42, 159-178. Johnson, D. J. and Myklebust, H. R. (1960). Learning Disabilities: Educational Principles and Practices. NY: Grune & Stratton.

Ozols, E. J. and Rourke, B. P. (1985). Dimensions of social sensitivity in two types of learning-disabled children. In B.P. Rourke (Ed.) Neuropsychology of Learning Disabilities. NY: Guilford Press.

Rourke, B. P. (Ed.) (1995). Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental manifestations. NY: Guilford Press.

Voeller, K. K. (1994). Clinical neurologic aspects of the right-hemisphere deficit syndrome. Journal of Child Neurology, 10 (1), 516-522.

Weintraub, S. and Messulam, M. M. (1983). Developmental learning disabilities of the right hemisphere: Emotional, interpersonal and cognitive components. Archives of Neurology, 40, 463-468.

Margaret J. Kay, EdD, Diplomate, American Board of Psychological Specialties in Educational & School Psychology (DABPS) with Forensic Specialization in Educational & School Psychology, Nationally Certified School Psychologist (NCSP), has been a psychologist in private practice in Lancaster, Pennsylvania since 1980. Her areas of specialization include educational and school psychology, and child neuropsychology.

This article was originally published on the web site of Margaret J. Kay, EdD (http://www.margaretkay.com), and is posted on NLDline with the permission of the author. It may be downloaded and printed for personal reference, but not otherwise copied, altered in any way or transmitted to others without the written permission of the author.


Home News Meetings & Conferences Articles Links & Resources Ask the Expert Chapters Books	NLD and the Middle School Transition NLD children often experience significant difficulty adapting to novel and otherwise complex situations. They evidence an over-reliance on rote behavior and may become oppositional or avoidant when required to organize, analyze and synthesize new information. As the demand for such higher-level thinking and organizational skill increases during middle school years, the problems of NLD children become more debilitating (Rourke, 1995). NLD children typically display significant deficits in social perception, social judgment and social interaction, which may become more prominent with increasing years (Rourke, 1995). Many pre-teenagers and adolescents with Non-Verbal Learning Disorders display a marked tendency toward social withdrawal and even social isolation with advancing years. While acting out behaviors and conduct problems may be evident in young NLD children, indications of excessive anxiety, depression and associated internalized forms of social and emotional disturbance may become increasingly problematic when NLD children enter adolescence (Rourke, 1995). Although often hyperactive during early childhood, NLD children generally become more hypoactive as they get older (Rourke, 1995). They are frequently described by others as "socially immature" and may suffer from a disturbed body image (Johnson & Myklebust, 1960). Due to their difficulties with interpreting non-verbal social cues, processing novel stimuli and expressing emotion appropriately through voice and facial expression (Ozols & Rourke, 1985), NLD teens often experience more difficult adolescent transitions than those with normal social competencies. Characteristics often attributed to NLD adolescents and adults include: Shyness and introversion An inability to display affect Chronic emotional difficulties Poor social perception, and Impaired visual-spatial skills (Badian, 1992; Weintraub & Mesulam, 1983). Academic difficulties, which interfere with school performances and test taking, may include: Poor work habits Slowness in getting started and finish Disorganization (losing things, forgetfulness) Poor peer relationships Dependency on parents and teachers for support Low test grades due to poor comprehension Difficulty with complex mathematical reasoning and problem solving Difficulty accepting criticism (Badian, 1992). Resources: Badian, N. A. (1992). Nonverbal learning disability, school behavior and dyslexia. Annals of Dyslexia, 42, 159-178. Johnson, D. J. and Myklebust, H. R. (1960). Learning Disabilities: Educational Principles and Practices. NY: Grune & Stratton. Ozols, E. J. and Rourke, B. P. (1985). Dimensions of social sensitivity in two types of learning-disabled children. In B.P. Rourke (Ed.) Neuropsychology of Learning Disabilities. NY: Guilford Press. Rourke, B. P. (Ed.) (1995). Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental manifestations. NY: Guilford Press. Voeller, K. K. (1994). Clinical neurologic aspects of the right-hemisphere deficit syndrome. Journal of Child Neurology, 10 (1), 516-522. Weintraub, S. and Messulam, M. M. (1983). Developmental learning disabilities of the right hemisphere: Emotional, interpersonal and cognitive components. Archives of Neurology, 40, 463-468. © Margaret J. Kay, 1999. All rights reserved. Margaret J. Kay, EdD, Diplomate, American Board of Psychological Specialties in Educational & School Psychology (DABPS) with Forensic Specialization in Educational & School Psychology, Nationally Certified School Psychologist (NCSP), has been a psychologist in private practice in Lancaster, Pennsylvania since 1980. Her areas of specialization include educational and school psychology, and child neuropsychology. This article was originally published on the web site of Margaret J. Kay, EdD (http://www.margaretkay.com), and is posted on NLDline with the permission of the author. It may be downloaded and printed for personal reference, but not otherwise copied, altered in any way or transmitted to others without the written permission of the author.
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