Provides an overview of Asperger's Syndrome and nonverbal learning disorders, offers advice to parents on how to recognize the symptoms of the disorders, and suggests intervention strategies for addressing deficits in visual and spatial functioning, organizational skills, and information processing.

Most people with Non-Verbal Learning Disorder or AS are underemployed. This book sets out to change this. With practical advice on everything from job hunting to interview techniques, from 'fitting in' in the workplace to whether or not to disclose a diagnosis, this book guides people with NLD or AS successfully through the employment mine field.

Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.

Offers a study of Nonverbal Learning Disorder, describing its symptoms and impact on victims, and offers parents advice and information on diagnosing the disorder, finding a therapist, and designing a workable treatment program.

These activities, developed and tested at the authors' social skills treatment center, help kids with Asperger's disorder, nonverbal learning disorder, and other social-skill deficits to develop a social sense. Knowing Yourself, Knowing Others covers reading social cues, developing strategies to avoid meltdowns, guessing at other people's intentions, and more.

A guide for parents to help them recognize symptoms and help their children cope with Asperger Syndrome.

A special-needs guide that ?comes to the rescue?( Carol Stock Kranowitz, author of The Out-of-Sync Child) of those who struggle with an increasingly common condition. Millions of children suffer from Nonverbal Learning Disorder, a neurological deficit that prevents them from understanding nonverbal cues like tone of voice and facial expressions. Though they can be exceptionally bright and articulate, these children often have difficulty in social situations, and can become depressed, withdrawn, or anxious. In this revised edition, Rondalyn Varney Whitney--a pediatric occupational therapist and the parent of a child with NLD--offers practical solutions, the latest information, and all-new activities that will help parents put their child on the path to a happy, fulfilling life. Topics include: --Getting a diagnosis --Developing a treatment plan --Helping your child make friends --Dealing with setbacks

This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child’s psychology – thoughts, feelings, beliefs – affects his or her functioning and learning. In addition, the book addresses how a child’s experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient’s family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.

"This book is a comprehensive reference source for emerging research in the identification, diagnosis, and intervention of nonverbal learning disabilities, featuring in-depth coverage on a variety of topics relating to intact nonverbal skills, Nonverbal Learning Disability indicators, disability manifestation, and the dilemmas faced by caregivers and professionals"--

Providing a theoretical foundation for understanding communication and language impairments specific to autism, Olga Bogdashina explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language - which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory - with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, for example PECS, might work with some autistic children but not others. Offering real insights, the `What They Say' sections enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. `What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.