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Books on the topic 'Non verbal learning disability'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Sharratt, Margaret Jennifer. A study of cognitive style as it relates to personality, attitude towards a flexible learning initiativeand reading, non-verbal intelligence and spelling quotients in 12 year-old pupils. Birmingham: University of Birmingham, 1994.

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2

1955-, Fast Yvona, ed. Employment for individuals with Asperger syndrome or non-verbal learning disability: Stories and strategies. London: Jessica Kingsley Publishers, 2004.

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3

Fast, Yvona. Employment for Individuals With Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies. Jessica Kingsley Publishers, 2004.

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4

Dietzen, Sanford R. Hemispheric specialization for verbal sequential and non-verbal simultaneous information processing styles of low income 3 to 5 year olds. 1986.

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5

Non-Verbal Learning Disabilities: Characteristics, Diagnosis and Treatment Within an Educational Setting. Jessica Kingsley Publishers, 2002.

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6

Knoke, Della M. The effects of cues and divided attention on verbal and non-verbal task performance in Parkinson's patients. 1994.

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7

Wiggins, Julie. An analysis of the communicative behaviours of five non-verbal or minimally verbal children with severe learning difficulties. 1992.

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8

Kishawi, Tony. Extended Non-Verbal Communication Improvisations: Engage Students and Challenge Them to Take Ownership of Their Own Learning Is the Key Focus of This Workshop Process. Draft2Digital, 2020.

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9

Producing Verbal Play in English: A Contrastive Study of Advanced German Learners of English and English Native Speakers. Hamburg, Germany: Verlag Dr. Kovac, 2008.

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10

D, Matthews Dawn, ed. Learning disabilities sourcebook: Basic consumer health information about learning disabilities, including dyslexia, developmental speech and language disabilities, non-verbal learning disorders, developmental arithmetic disorder, developmental writing disorder, and other conditions that impede learning such as attention deficit/hyperactivity disorder, brain injury, hearing impairment, Klinefelter syndrome, dyspraxia, and Tourette syndrome, along with facts about educational issues and assistive technology, coping strategies, a glossary of related terms, and resources for further help and information. 2nd ed. Detroit, MI: Omnigraphics, 2003.

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11

Vlaeyen, Johan W. S. Learning and Conditioning in Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0004.

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This chapter highlights the ways that individuals learn to adapt to changes due to painful experiences. Learning is the observable change in behavior due to events in the internal and external environment, and it includes non-associative (habituation and sensitization) and associative learning (Pavlovian and operant conditioning). Once acquired, new knowledge representations remain stored in memory and may generalize to perceptually or functionally similar events. Moreover, these processes are not just a consequence of pain; they may also modulate the perception of pain. In contrast to the rapid acquisition of learned responses, their extinction is slow, fragile, and context-dependent, and it only occurs through inhibitory processes. The chapter reviews features of associative forms of learning in humans that contribute to pain, pain-related distress, and disability. It concludes with a discussion of promising future directions.

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12

Bergmann, Thomas. Music Therapy for People with Autism Spectrum Disorder. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.35.

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Music as a non-verbal form of communication and play addresses the core features of autism, such as social impairments, limited speech, stereotyped behaviors, sensory-perceptual impairments, and emotional dysregulation; thus music-based interventions are well established in therapy and education. Music therapy approaches are underpinned by behavioral, creative, sensory-perceptional, developmental, and educational theory and research. The effectiveness of music therapy in the treatment of children with autism spectrum disorder (ASD) is reflected by a huge number of studies and case reports; current empirical studies aim to support evidence-based practice. A treatment guide for improvisational music therapy provides unique interventions to foster social skills, emotionality, and flexibility; in developmental approaches, the formation of interpersonal relationships is key. Since ASD is a lifelong neurodevelopmental condition, music therapy is also appropriate in the treatment of adults with intellectual disability. Diagnostic approaches using musical-interactional settings to assess ASD symptomatology are promising, especially in non-speakers.

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13

Harding, Duncan. Communication skills. Edited by Duncan Harding. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198768197.003.0011.

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This chapter considers our communication skills in the interview and describes techniques to help communicate effectively with the interviewer. It starts by looking at the psychological context of communication, and then moves onto verbal communication, considering the way content is delivered in its conciseness, tone, and volume. It discusses depth and breadth of content and how to hint at a broader level of understanding in the interview without straying from the question. Our non-verbal communication and expression reflects our core underlying state and this theme is explored by considering body language and facial expression, appropriate language, signposting, and summarizing. The chapter discusses the illusion of structure and includes an exercise to improve our dissemination, accuracy, and fluency of speech. The chapter finishes by learning how to listen and thinking about what makes an expert communicator.

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14

Dewar, Jacqueline M. Analyzing Evidence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0008.

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Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis) to extract meaning by using codes or labels to identify common themes that appear throughout the data set. Multiple examples are provided of science, technology, engineering, and mathematics (STEM) studies that used or developed rubrics and of studies that did a content analysis of verbal and non-verbal data. It also describes and compares the standards used to assess quantitative research and qualitative research.

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15

Lewis, Deborah, Marie O’Boyle-Duggan, and Susan Poultney. Communication skills education and training in pre-registration BSc Nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0023.

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Nursing and Midwifery Council educational standards in BSc (Hons) Nursing require students to gain key communication competences to deliver compassionate care in adult, mental health, learning disabilities, and children’s nursing. Competences include using a range of verbal and non-verbal skills to build therapeutic relationships, being respectful of confidential information, addressing diversity issues, and promoting well-being and personal safety. Nurses also need to make reasonable adjustment for patients with disabilities to ensure effective communication. High fidelity simulations using actors and clinical practice scenarios have been evaluated positively with statistically significant results, suggesting the benefits apply to all students in the classroom—although students who participate in a simulation benefit to a greater extent. Other faculty mixed-methods research led to the development of recommendations for communication skills in learning disabilities nursing. Challenges include realistic simulation in children’s nursing and developing adequate numbers of actors and facilitators, partially offset by offering in-house training.

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16

Simonoff, Emily. Intellectual impairment and neurogenetic disorders. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0025.

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Intellectual disability (ID) is a neurodevelopmental disorder commencing in early life in which both learning, typically measured with IQ tests, and adaptive functioning are impaired. Prevalence rates of ID vary widely, but converge around 3%. ID is associated with increased rates of all mental disorders but most with other neurodevelopmental disorders; hyperkinetic disorder is estimated to be increased 10-fold in ID, and rates of ADHD have been estimated to be approximately 5%. The full explanation for this association is uncertain, but shared genetic influences play an important role. Co-occurring ID should be considered when undertaking assessments for ADHD. The limited evidence base for treatment of ADHD with ID shows methylphenidate to be effective in randomized controlled trials (RCTs), but the effect sizes are about half those reported for children with average intellectual ability and with higher rates of non-serious adverse effects. No non-pharmacological interventions have been evaluated in RCTs.

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17

Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.

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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.

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