Journal articles: 'Non verbal learning disability'

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Ryburn, B., V. Anderson, and R. Wales. "Asperger syndrome: How does it relate to non-verbal learning disability?" Journal of Neuropsychology 3, no. 1 (March 2009): 107–23. http://dx.doi.org/10.1348/174866407x272448.

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Deb, Shoumitro, and Joseph Joyce. "Psychiatric Illness and Behavioural Problems in Adults with Learning Disability and Epilepsy." Behavioural Neurology 11, no. 3 (1999): 125–29. http://dx.doi.org/10.1155/1999/538368.

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We retrospectively collected data on the rate and type of psychiatric illness and behavioural problems on 143 adults with learning disability and epilepsy. 55% behavioural problems. 19% verbal aggression and temper tantrums, and 13% injurious behaviour. The overall rates of behavioural problems and different types of behaviours found in the current study cohort are similar to what was found before in learning disabled adults in general, as well as in epileptic and non-epileptic learning disabled adults. Psychiatric diagnosis was made in 12.6% combined diagnosis of schizophrenia, delusional disorder and schizo-affective disorder was most common (5%) diagnosis of depressive episode (3%) bipolar affective disorder.

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Al-Shabibi, Amal. "Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement." Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 149–59. http://dx.doi.org/10.18844/cjes.v13i2.3306.

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This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills. Keywords: Problem-solving, metacognition, learning disability, academic achievement.

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Anderson, Vicki. "Learning Difficulties: Neuropsychological Interpretations and Interventions." Australian Educational and Developmental Psychologist 9, no. 1 (May 1992): 16–27. http://dx.doi.org/10.1017/s0816512200026559.

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ABSTRACTLearning difficulties affect up to 20 percent of school-aged children. While many children “grow out” of their disability, a significant proportion experience ongoing problems which can hinder academic, social, and emotional development.Neuropsychological models suggest that these children may suffer from subtle deficits in memory and organizational abilities, which make them vulnerable within a classroom environment. Understanding the specific neuropsychological strengths and weaknesses of children with learning difficulties may provide information regarding the most appropriate form of intervention and the likelihood of its success.In recent study at the Royal Children's Hospital, Melbourne, 160 learning disabled children were evaluated. Findings from the group suggested a high frequency of general health problems as well as mild episodes of central nervous system dysfunction. Neuropsychological data showed that the sample, as a whole, performed within the average range on standardized intellectual measures, but achieved poor results on measures of new learning and executive function. Furthermore, data supported the presence of a number of patterns of learning disability, including linguistic deficit, non-verbal deficit, and information processing deficit. These subtypes are discussed with reference to educational characteristics, and models of intervention are suggested.

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Cervino, M., P. Castrillo, and R. Guijarro. "Non-verbal learning disorder: Neuropsychological profile and neural correlates. A structural magnetic resonance imaging study." European Psychiatry 41, S1 (April 2017): S344. http://dx.doi.org/10.1016/j.eurpsy.2017.02.310.

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Non-verbal learning disorder (NVLD) is a neurological condition which is considered to be a learning disability. It is characterised by a specific dysfunction in motor, visuospatial and social skills in patients with a normal intellect and development of language. Warning signs in school are poor psychomotor coordination, arithmetic skills and drawing activities. Social judgment and social problem solving are also typically impaired. Furthermore, these patients seem to have increasing risk of emotional disorders. Most of imaging studies and current theories suggest that a dysfunction of white matter in the right hemisphere could be the cause. However, there is a lack of consensus among experts regarding whether NVLD exists and what could be the underlying causes for NVLD symptoms. The aim of this paper is to clarify the neural correlates underlaying the cognitive functioning of these patients. With this objective, we analyzed a sample of brains of children with and without NVLD. We used the structural MRI technique and the voxel-based morphometry analysis. The diagnosis of the children were based on neuropsychological data. The present study suggests that not only white matter of the right hemisphere is dysfunctional in these patients. Some other gray matter areas such as precuneus (superior parietal lobule) may also be affected in NVLD.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Nydén, Agneta, Lena Niklasson, Ola Ståhlberg, Henrik Anckarsäter, Annika Dahlgren-Sandberg, Elisabet Wentz, and Maria Råstam. "Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report." Research in Autism Spectrum Disorders 4, no. 4 (October 2010): 612–18. http://dx.doi.org/10.1016/j.rasd.2009.12.004.

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Emly, Marian. "A Methodological Framework for Devising a Non-verbal Behaviour/mood Taxonomy for Use with Adults with Severe Learning Disability." Physiotherapy 82, no. 2 (February 1996): 104. http://dx.doi.org/10.1016/s0031-9406(05)66961-1.

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Puerta, Laura. "Relationship between cognitive processes and academic performance in high school students." Psychologia 9, no. 2 (July 1, 2015): 85–100. http://dx.doi.org/10.21500/19002386.1816.

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The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).

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Collette, M. A., M. Weeks, S. Thompson, E. Gellineau, and S. Grant. "Capacity of children with non-verbal learning disability (NLD) to organize higher order language as a function of response modality." Archives of Clinical Neuropsychology 11, no. 5 (January 1, 1996): 377. http://dx.doi.org/10.1093/arclin/11.5.377.

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Collette, M. "Capacity of children with non-verbal learning disability (NLD) to organize higher order language as a function of response modality." Archives of Clinical Neuropsychology 11, no. 5 (1996): 377. http://dx.doi.org/10.1016/0887-6177(96)83855-8.

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Macpherson, Hannah, and Mary Bleasdale. "Journeys in ink: re-presenting the spaces of inclusive arts practice." cultural geographies 19, no. 4 (August 3, 2012): 523–34. http://dx.doi.org/10.1177/1474474012442820.

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This article documents some of the imaginative and physical journeys taken by a group of performance makers during a two-week course at Northbrook College, West Sussex in July 2011. Text, photographs and artworks are used to re-present some of the journeys we have taken together as a group and the modes of marking, map making and documentation used. MB: is an inclusive arts practitioner who works with artists with learning disabilities. Mary was coordinating the course and HM: was participating as an interested Cultural Geographer. The article is written as a dialogue and is likely to be of interest to readers interested in the geographies of performance, disability, non-representational research, innovative non-verbal methods or inclusive arts practice.

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Malcolm Carey, Katherine Anne Prynallt-Jones, and Pauline Doherty. "Barriers Facing Social Workers Undertaking Direct Work with Children and Young People with a Learning Disability Who Communicate Using Non-Verbal Methods." British Journal of Social Work 48, no. 1 (March 3, 2017): 88–105. http://dx.doi.org/10.1093/bjsw/bcx004.

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Garcia, Ricardo Basso, Irene C. Mammarella, Doriana Tripodi, and Cesare Cornoldi. "Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability." British Journal of Developmental Psychology 32, no. 1 (August 22, 2013): 17–33. http://dx.doi.org/10.1111/bjdp.12019.

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Breau, Lynn M. "Parents of non-verbal children with learning disability (LD) most commonly recognise their child’s pain through vocalisations, social behaviour and facial expressions." Evidence Based Nursing 17, no. 4 (February 11, 2014): 111. http://dx.doi.org/10.1136/eb-2013-101553.

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Brosnan, Mark, Samantha Holt, Nicola Yuill, Judith Good, and Sarah Parsons. "Beyond autism and technology: lessons from neurodiverse populations." Journal of Enabling Technologies 11, no. 2 (June 19, 2017): 43–48. http://dx.doi.org/10.1108/jet-02-2017-0007.

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Purpose The purpose of this paper is to report on the sixth seminar in a seven-seminar series entitled, Innovative Technologies for Autism: Critical Reflections on Digital Bubbles, funded by the UK Economic and Social Research Council. The aim of this particular seminar was to reflect upon the implications from neurodiverse communities for the development of technology for autism. Design/methodology/approach Presentations from key researchers and parental perspectives are reviewed, highlighting contemporary issues in neurodiverse populations that have important implications for autism. Findings Whilst there are many conditions associated with autism, most commonly intellectual disability (learning difficulties), this is not reflected in research. In addition, for child-based research, researchers are at least a generation older than participants and have had different digital-childhoods. Involving neurodiverse populations within participatory design sessions can address both of these issues. Understanding the context of the issues that the participatory design sessions address is crucial for developing participatory design principles that extend from one condition to another. This includes understanding when findings based upon verbal populations can be extended to non-verbal populations. Originality/value This paper offers up-to-date insights into how design principles from one condition extend to different conditions. Universal interaction and neurodiversity HCI are considered. This is important within neurodiverse populations, especially given the high rates of additional conditions that are associated with autism. Whilst the majority of autism research has involved verbal populations, the benefits of technology can extend to non-verbal populations.

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Zarchi, O., A. Diamond, R. Weinberger, D. Abbott, M. Carmel, A. Frisch, E. Michaelovsky, et al. "A comparative study of the neuropsychiatric and neurocognitive phenotype in two microdeletion syndromes: Velocardiofacial (22q11.2 deletion) and Williams (7q11.23 deletion) syndromes." European Psychiatry 29, no. 4 (May 2014): 203–10. http://dx.doi.org/10.1016/j.eurpsy.2013.07.001.

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AbstractPurpose:22q11.2 deletion syndrome (22q11.2DS) and Williams syndrome (WS) are common neurogenetic microdeletion syndromes. The aim of the present study was to compare the neuropsychiatric and neurocognitive phenotypes of 22q11.2DS and WS.Methods:Forty-five individuals with 22q11.2DS, 24 with WS, 22 with idiopathic developmental disability (DD) and 22 typically developing (TD) controls were compared for the rates of psychiatric disorders as well as cognitive executive and visuospatial functions.Results:We found that while anxiety, mood and disruptive disorders had an equally high prevalence among individuals with 22q11.2DS, WS and DDs, the 22q11.2DS group had the highest rates of psychotic disorders and the WS group had the highest rates of specific phobia. We also found that the WS group demonstrated more severe impairments in both executive and visuospatial functions than the other groups. WS and 22q11.2DS subjects had worse Performance-IQ than Verbal-IQ, a feature typical of non-verbal learning disorders.Conclusion:These findings offer a wide perspective on unique versus common phenotypes in 22q11.2DS and WS.

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Brenchley, Celia, and Shane Costello. "A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective." Australian Journal of Learning Difficulties 23, no. 1 (January 2, 2018): 67–86. http://dx.doi.org/10.1080/19404158.2018.1467936.

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Sebrow, L., J. Klepper, and E. Seng. "B-10 Cognition, Depressive Symptoms and Disability in Patients with Migraine." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 954. http://dx.doi.org/10.1093/arclin/acz034.93.

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Abstract Objective To examine the relationship between cognition and disability, and to evaluate the hypothesis that depressive symptoms moderate this relationship. Method Seventy-seven adults with migraine (M age = 45.2, SD = 7.4, 89.6% female, 85.7% White, Non- Hispanic, and 46.8% with a graduate degree) recruited from a headache center completed surveys assessing demographics, disability, (Headache Disability Inventory [HDI]), depressive symptoms (PROMIS Depression), and cognition (Trail Making Test, WAIS-IV Coding and Digit Span, Rey Auditory Verbal Learning Test, Rey Complex Figure Test, Stroop, Letter and Animal Fluency). Correlations examined relationships between cognition and disability; linear regressions examined the interaction between cognition and depressive symptoms on disability. Results Higher HDI was associated with lower Animal Fluency (ρ = -.28, p = .014) and Coding (r = -.23, p = .048). PROMIS Depression did not moderate the relationships between Coding (β = -.57, p = .443) and the HDI or Animal Fluency (β = -.69, p = .422) and the HDI. When controlling for the relationship between PROMIS Depression and HDI (β = .51=, p = < .01), Coding was no longer significant (β =-.09, p = .384). In another model, when controlling for the relationship between PROMIS Depression and HDI (β = .51=, p = < .01), Animal Fluency was no longer significant (β = -.15, p = .137). Conclusion Poorer performance on attention/processing speed and semantic fluency tasks were associated with headache-related disability. These relationships were not moderated by depressive symptoms and were no longer significant when adjusting for depressive symptoms.

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Kožárová, Jana. "Possibilities of Inclusive Education for Students With Special Educational Needs." Asian Education Studies 3, no. 2 (April 11, 2018): 21. http://dx.doi.org/10.20849/aes.v3i2.361.

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There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.

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Brissart, Helene, Abdou Y. Omorou, Natacha Forthoffer, Eric Berger, Thibault Moreau, Jerome De Seze, Elodie Morele, and Marc Debouverie. "Memory improvement in multiple sclerosis after an extensive cognitive rehabilitation program in groups with a multicenter double-blind randomized trial." Clinical Rehabilitation 34, no. 6 (May 30, 2020): 754–63. http://dx.doi.org/10.1177/0269215520920333.

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Objective: The aim of this study is to determine the effectiveness of an extended cognitive rehabilitation program in group’s sessions in multiple sclerosis. Design: Double-blind multicenter randomized trial. Participants: People with multiple sclerosis of 18 to 60 years, Expanded Disability Status Scale ⩽6.0, mild to moderate cognitive impairment. Interventions: They were randomized into cognitive rehabilitation program (ProCog-SEP) or in a placebo program. ProCog-SEP comprises 13 group’s sessions over 6 months and includes psychoeducational advices and cognitive exercises. Placebo program included non-cognitive exercises. No strategy and no cognitive advice were provided. Main measures: The primary endpoint was the percentage of verbal memory learning measured by the Selective Reminding Test. A comprehensive neuropsychological assessment is carried out before and after interventions by a neuropsychologist blinded to intervention. Effectiveness of the ProCog-SEP versus Placebo has been verified using linear regression models. Results: In total, 128 participants were randomized and 110 were included in the study after planning session in groups; 101 completed this trial (77.2% females); mean age: 46.1 years (±9.6); disease duration: 11.8 years (±7.5). ProCog-SEP was more effective in increasing in learning index (9.21 (95% confidence interval (CI): 1.43, 16.99); p = 0.02) and in working memory on manipulation (0.63 (95% CI: 0.17, 1.09); p = 0.01), and updating capacities (–1.1 (95% CI: –2.13, –0.06); p = 0.04). No difference was observed for other neuropsychological outcomes. Regarding quality of life outcomes, no change was observed between the two groups. Conclusion: These findings suggest that ProCog-SEP could improve verbal learning abilities and working memory in people with multiple sclerosis. These improvements were observed with 13 group sessions over 6 months.

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Del Pozzo, Jill, Erica F. Weiss, Diana Bronshteyn, David M. Masur, John J. McGinley, and Ronda F. Facchini. "A-41 Not Just a “Clumsy” Kid: A Case Study of Developmental Coordination Disorder." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1082. http://dx.doi.org/10.1093/arclin/acab062.59.

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Abstract Objective Developmental Discoordination Disorder (DCD) is an often overlooked and seldom diagnosed neurodevelopmental condition marked by impairments in motor skills. Lacking identifiable medical or neurological etiology, children with DCD often have preserved intellectual abilities. Comorbidity is common, including ADHD and specific learning disability. Despite extensive evidence of significant impact on daily activities and academics due to differences in motor behaviors, DCD difficulties are regularly treated as behavioral problems. Method Neuropsychological evaluation of an 8-year-old boy with a possible reading delay and inability to perform some age-appropriate academic and self-care tasks. Results Average overall ability with very strong verbal performances; intact visual perceptual processing, memory, and non-written language. Academics are within expected range, although graphomotor weakness impacted academic performances on tasks with written demands. Patient appeared clumsy and awkward with low muscle tone, poor balance, and difficulty learning new motor skills. Impaired fine motor control, handwriting, gait, gross motor skills, motor planning, coordination, and oromotor weakness as well as inferior verbal language abilities were evident. Impulsivity, inattention, poor planning, and poor self-monitoring were also evident. Conclusions DCD is evidenced by impairment in fine and gross motor skills, oromotor skills, motor planning, energy, and coordination with clear discrepancy between motor abilities and abilities in other areas, specifically language. In our case, DCD features were overlooked despite wide ranging impact. ADHD and SLD with impairment in written expression were concurrent. This case highlights the need for greater appreciation of DCD so that children can benefit from early detection and intervention considering the life-long implications of the disorder.

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L, Bakry-Becker, and Goldberg E. "A-100 Neuropsychological Findings in a Case Involving a Rare Genetic Anomaly (de novo 6q24.2-q25.2 deletion on paternal chromosome 6) Associated with Intrauterine Growth Restriction (IUGR), Autism, OCD and Schizoaffective Disorder." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 893. http://dx.doi.org/10.1093/arclin/acaa068.100.

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Abstract Objective Individuals with deletions of the long arm of chromosome 6 have been known since 1975 with just over 100 cases reported as of 2015. Individuals with deletions involving band 6q25 have a high incidence of intrauterine growth retardation, intellectual disability, dysmorphic features, growth failure, and medical complications (Stagi et al, 2015). Findings will add to the literature base on this genetic anomaly. Methods A 21-year-old male was assessed to differentiate between obsessive vs. psychotic thinking. His history was notable for being born weighing 2300 grams at term, and having feeding, learning and social/emotional difficulties which progressed to OCD in later childhood. At age 15, he was determined to have a de novo 3.7 Mb microdeletion at 6q24.3. Results Neuropsychological assessment of attention, motor and executive functions reveal a variable profile with pockets of strengths relative to his own performance as well as significant normative impairment. Findings represented a significant decline from prior testing at age 10. His verbal memory was below average and his overall attention capacity was impaired. JT’s executive functioning, visual-motor integration, motor speed, and his verbal abstract reasoning were all below average. His non-verbal abstract reasoning and visual perception were intact. On results of objective, projective and neurocognitive testing, JT met criteria for diagnoses of Autism, Obsessive Compulsive Disorder, and Schizoaffective Disorder. Conclusions JT’s developmental history and symptom presentation are complex, revealing significant comorbidity; this case study describes the progression of JT’s difficulties over his lifespan, beginning with feeding difficulties, diagnoses of autism and OCD and progressing to a psychotic disorder.

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Voulgari, Fotini, Flora Bacopoulou, Artemios Artemiadis, Ioulia Kokka, Dimitrios Vlachakis, Xanthi Tigani, George P. Chrousos, and Christina Darviri. "Pythagorean Self Awareness Intervention in Caregivers of Patients with Motor Disabilities." EMBnet.journal 26, no. 1 (August 23, 2021): e970. http://dx.doi.org/10.14806/ej.26.1.970.

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Caregiving for disabled people is a strenuous task often provided by family members, with adverse repercussions on the caregivers’ health. The aim of this study was to evaluate, for the first time, the effects of a novel cognitive-based stress management technique, the Pythagorean Self-Awareness Intervention (PSAI) on the stress levels and other cognitive and psychological characteristics of non-paid caregivers of patients with motor disability. In this quasi-experimental study, 59 caregivers of first-degree relatives with motor disabilities due to chronic neurological diseases, inpatients at a Rehabilitation Center, in Athens, Greece, were assigned to an intervention (PSAI, n=28) and a control group (received unstructured consultation, n=31). Psychological, cognitive, and sleep-related measurements (Zarit Burden Interview tool, Pittsburgh Sleep Quality Index, Self-Efficacy Scale, Depression, Anxiety and Stress Scale, Symbol Digit Modalities Test, California Verbal Learning Test-II, Brief Visuospatial Memory Test-Revised) were held at baseline and after 8 weeks (at completion of PSAI) in both groups. PSAI was found to decrease caregivers’ stress, depressive symptoms and anxiety and improve their sleep quality, visual memory, self-efficacy, and cognitive speed processing. Future randomized controlled studies are needed to investigate the effects of this novel intervention in larger samples of caregivers.

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Chavan, Sumedha, and Aparna Nandurkar. "Parental perception of benefits from cochlear implantation in children with multiple impairments." International Journal of Otorhinolaryngology and Head and Neck Surgery 3, no. 3 (June 24, 2017): 676. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20173046.

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Background: Cochlear implantation (CI) in children with hearing impairment and an additional disability was not included in candidacy criteria earlier. With advances in technology and by taking into consideration the rehabilitation-pedagogic point of view, it is made possible to implant such children. In the Indian context, very few studies have documented benefits of CI in children with multiple impairments, whether measured or perceived by parents or families. Considering the number of children with additional impairments being implanted, it will be useful to conduct such a study, aimed at obtaining parents’ perceptions about benefits of cochlear implants in children with multiple impairments. Methods: The present study is a survey of 31 children (3-15 years) using CI and having multiple disabilities. An ICF based questionnaire was developed and used to record parents’ perception of benefits in terms of language development, speech perception, social interaction, communication skills (non-verbal and verbal), education, general tasks and demands, interpersonal interactions and relationships and family dynamics. Results: Benefits were reported by all parents in all the domains i.e. listening, communication, learning and applying knowledge, interpersonal interactions and relationships and environmental factors. However, more parents reported consistent benefits in listening and interpersonal interactions. Most parents reported overall benefits from cochlear implantation in their children with multiple impairments. Conclusions: Results of this study can be helpful in estimating outcomes from CI in children with multiple impairments. Such information can be used during pre-CI counselling to facilitate development of realistic parental expectations about the benefits of CI in their children with multiple impairments. As results are based on parental reports, overestimation of perceived benefits may be present in some instances.

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Sanchez, Phyllis N., and David Coppel. "Adult outcomes of verbal learning disability." Seminars in Clinical Neuropsychiatry 5, no. 3 (July 2000): 205–9. http://dx.doi.org/10.1053/scnp.2000.6733.

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McClure, Ben, and Keith Reid. "PERCEIVE – Patterning Employment, Race, and Clinical Experience In Violence against Employees." BJPsych Open 7, S1 (June 2021): S332—S333. http://dx.doi.org/10.1192/bjo.2021.873.

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AimsPERCEIVE is a service evaluation counting whether nurse demographics correlate with reported subjection to violence and verbal aggression. The setting was a large mental health, learning disability and neuropsychiatry NHS trust in England. This continues our work to understand correlations reported in the literature between temporary staff and violence.MethodWe consulted the Caldicott, legal, equality & diversity, teams and gained service evaluation permission SER-19-031 from CNTW R&D department. We briefly consulted with staff regarding themes relevant to temporary nurse workers. They expressed concern that staff perceived to be “other” would be at more risk.Employees’ age, ethnicity, employment status, nationality, length of service and seniority are routinely collected for the running of the trust. Therefore, these were anonymously collated then cross-referenced with violence and aggression incident reports (VA IR1s). Chi-squared was used to identify statistical significance. Ethno-national status was taken from self-report. We could not control for hours worked nor could we get agency staff demographic data.We compared “exposure to at least one violent incident” in June, July and August 2019 against the following demographic categories:Substantive vs bank staffBand 5 and above vs band 4 and belowStaff with < 1 year of service vs staff with ≥ 1 year of service“White British” staff vs Non-“White British” staff“British” staff on self-report vs “Non-British” staffAge ≤30 years vs ≥ 31yearsA minimum of 1682 nursing staff were analysed for each category in each month.ResultSubstantive staff, “White British”, “British”, younger, and staff of shorter employment length had greater frequencies of at least one VA IR1s compared to the complementary groups. Length of service was significant only in two months but judged significant overall. There was no statistically significant correlation with seniority. Substantive staff have three times the risk vs bank staff, perhaps mediated by hours worked. Other risk ratios were in the region x1.2 to x1.8.ConclusionBeing British, White British, younger, less experienced or substantive staff correlate with subjection to reported aggression. This did not fit with staff speculation during consultation. Survival effects may be relevant. We are working to get more detailed information. Induction may help reduce aggression against newer staff.

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Humphries, Tom, Karla Krekewich, and Laurie Snider. "Evidence of Nonverbal Learning Disability among Learning Disabled Boys with Sensory Integrative Dysfunction." Perceptual and Motor Skills 82, no. 3 (June 1996): 979–87. http://dx.doi.org/10.2466/pms.1996.82.3.979.

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The presumed sensorimotor basis of the nonverbal learning disability syndrome was investigated among 90 learning disabled boys ( M age = 6 yr., 8 mo., SD = 12.2 mo.) with sensory integrative dysfunction. The majority of the boys were Caucasian, lower to middle socioeconomic status, and from urban, English-speaking families. 14% ( n = 13) of the boys satisfied core discrepancy criteria for nonverbal learning disability, including both a significantly higher Wechsler Verbal than Performance IQ and a higher standard score in Reading than Arithmetic on the Wide Range Achievement Test. Compared with a control group of 19 boys from the same sample who had no significant discrepancies, boys with nonverbal learning disability had significantly greater weaknesses in space visualization and visuomotor coordination. As predicted, rote verbal memory and syntactical strengths were also exhibited by boys with nonverbal learning disability, but the two groups did not differ significantly.

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Townes, Brenda D. "Adult outcome of verbal learning disability: An optimistic note." Seminars in Clinical Neuropsychiatry 5, no. 3 (July 2000): 210–11. http://dx.doi.org/10.1053/scnp.2000.6735.

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Murphy, Mary, and Nancy L. Risser. "Symptoms of Non-verbal Learning Disabilities." Nurse Practitioner 13, no. 2 (February 1988): 65. http://dx.doi.org/10.1097/00006205-198802000-00017.

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Soudek, M. "Non-verbal channels in language learning." ELT Journal 39, no. 2 (April 1, 1985): 109–14. http://dx.doi.org/10.1093/elt/39.2.109.

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Vijayavalsalan, Beena. "Verbal & Non-Verbal Intercultural Communication Styles Influence on Learning." Global Journal For Research Analysis 3, no. 5 (June 15, 2012): 52–55. http://dx.doi.org/10.15373/22778160/may2014/19.

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Loveland, Katherine A., Jack M. Fletcher, and Vonda Bailey. "Verbal and nonverbal communication of events in learning-disability subtypes." Journal of Clinical and Experimental Neuropsychology 12, no. 4 (August 1990): 433–47. http://dx.doi.org/10.1080/01688639008400991.

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Martin, Anne-Marie, Maureen O’ Connor-Fenelon, and Rosemary Lyons. "Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability." Journal of Intellectual Disabilities 16, no. 2 (March 20, 2012): 97–108. http://dx.doi.org/10.1177/1744629512442033.

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Dustin, York. "Non-verbal immediacys role in student learning." Journal of Media and Communication Studies 7, no. 1 (January 31, 2015): 1–7. http://dx.doi.org/10.5897/jjmcs2014.0416.

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Ali, Syeda Fatima, Ramsha Shafiq, Julia Vargas-Jerez, and Tasneem Zahra. "PSIS With Phenotypic Features of Prader Willi and Fragile X Syndrome." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A605. http://dx.doi.org/10.1210/jendso/bvab048.1233.

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Abstract Pituitary stalk interruption syndrome (PSIS) is a congenital pituitary anatomical defect characterized by triad of interrupted or thin pituitary stalk, hypoplasia or aplasia of anterior lobe and absent or ectopic posterior pituitary on MRI. PSIS is known to have a heterogenous phenotype involving variable combination of pituitary hormonal deficiencies. [1] We present this case diagnosed with PSIS who had phenotypical features of Prader-Willi and Fragile X Syndrome but was negative on chromosomal array and analysis. Case Presentation: 19 yo M presented to clinic accompanied with his mother who provided most of the history. As per the mother, the patient was initially evaluated for hypogonadism due to lack of pubic and axillary hair with underdeveloped penis and testes, till the age of 17 years. Later on he was found to have hypothyroidism and was on replacement for the above. The patient was born through C-section at term, had developmental delays with respect to achieving milestones. On Examination, the patient had BMI of 35.5 (Weight: 105.2 kg, Height: 172 cm). Exam was significant for bilateral gynecomastia with glandular tissue, absence of facial hair, minimally palpable testes, phimosis, minimal pubic hair. He was noted to have enlarged ear lobes and helices with mild hypertelorism. On evaluation patient had learning disability, borderline IQ (nonverbal IQ of 74). Labs were significant for FSH: 0.344 (normal 1.5-12.4), LH; 0.1 (normal 1.70-8.60), Prolactin: 6.31 (normal 2.64-13.13), TSH: 3.80 (normal 0.30-4), T3: 156 (normal 82-179), fT4: 0.409 (normal 0.30-1.90), Testosterone < 0.025, IgF-1 <32, ACTH 14, cortisol 2.1 after cosyntropin test cortisol 13.3. He was started on replacement for secondary adrenal insufficiency. In view of the patient’s obesity, panhypopituitarism, questionable intellectual disability (non-verbal) IQ of 74), and enlarged ear lobes and helices, the patient was strongly suspected to have Prader Willi and Fragile X syndrome, however chromosomes and array were negative for both. MRI brain was recommended that was consistent with PSIS: hypoplastic enhancing pituitary soft tissue within Sella consistent with anterior lobe, ectopic posterior pituitary in region of hypothalamus and unidentifiable pituitary stalk. Conclusion: Pituitary stalk interruption syndrome is diagnosed radiologically and involves multiple pituitary hormonal deficiencies that can gradually progress requiring lifelong hormonal replacement therapy and follow up. It is associated with a wide phenotypic spectrum suggesting both hormonal deficiencies and coexisting developmental defects. Work still needs to be done to further explore the molecular etiology of this rare syndrome however due to wide phenotypical presentation of this syndrome it is imperative to evaluate for PSIS at an early age if there is suspicion of any isolated or combined hormonal deficiency in addition to abnormal morphology to identify individuals with PSIS as they need close monitoring for progression of syndrome and lifelong hormonal replacement eventually. References: 1 Vergier J, Castinetti F, Saveanu A, Girard N, Brue T, Reynaud R. Diagnosis of endocrine disease: Pituitary stalk interruption syndrome: etiology and clinical manifestations. Eur. J. Endocrinol. 2019 Nov;181(5):199-209 (https://eje.bioscientifica.com/view/journals/eje/181/5/EJE-19-0168.xml?body=fullHtml-10422)

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Fox, Tania, and Nadina Lincoln. "Verbal mediation as a treatment strategy for children with non-verbal learning difficulties." International Journal of Therapy and Rehabilitation 15, no. 7 (July 2008): 315–20. http://dx.doi.org/10.12968/ijtr.2008.15.7.30455.

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Lindayana, Arifuddin, and Halus Mandala. "Divergent Principles of Politeness in Verbal and Non-Verbal Directive Speech Act." International Research Journal of Engineering, IT & Scientific Research 4, no. 2 (March 6, 2018): 41. http://dx.doi.org/10.21744/irjeis.v4i2.640.

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This study was conducted aiming at examining: (1) the divergent principles of politeness in students’ directive speech act (2) factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students at grade X in Senior High School 1 Mataram in the learning process. The subject of this study are teachers teaching Bahasa Indonesia, English, Economy, History, Math, Religion, Civic, and Science, and all students at Grade X of Science 1, Science 3 and Social 2 in Senior High School 1 Mataram. This study is a descriptive qualitative research. The data source in this study is the number of utterances produced by students and teachers in the learning process. The data were collected through observation. This study revealed that: (1) there were divergent principles of politeness in participants’ directive speech act namely single and multiple divergent principles of politeness affected by speaker intentionally accused addressees, intentionally uttered by neglecting the context, was protective to other arguments, showed emotional feeling, given critiques in impolite words and mocked at other; and (2) there were factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students in learning process namely linguistic factor and non-linguistic factor.

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Willets, Laura, Paul Mooney, and Nicholas Blagden. "Social climate in Learning Disability services." Journal of Intellectual Disabilities and Offending Behaviour 5, no. 1 (March 4, 2014): 24–37. http://dx.doi.org/10.1108/jidob-10-2013-0025.

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Purpose – The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach – A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings – Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value – The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.

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ARSCOTT, K., D. DAGNAN, and B. STENFERT KROESE. "Assessing the ability of people with a learning disability to give informed consent to treatment." Psychological Medicine 29, no. 6 (November 1999): 1367–75. http://dx.doi.org/10.1017/s0033291799008715.

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Background. People with a learning disability are increasingly being encouraged to take a more active role in decisions about their psychological and medical treatment, raising complex questions concerning their ability to consent. This study investigates the capacity of people with a learning disability to consent in the context of three treatment vignettes, and the influence of verbal and memory ability on this capacity.Methods. Measures of verbal ability, memory ability and ability to consent to treatment (ACQ) were administered to 40 people with a learning disability. The ACQ consisted of three vignettes depicting a restraint, psychiatric or surgical intervention. These were followed by questions addressing people's ability to understand the presenting problem; the nature of the proposed intervention; the alternatives, risks and benefits; their involvement in the decision-making process; and their ability to express a clear decision with a rationale for treatment.Results. Five people (12·5%) could be construed as able to consent to all three vignettes; 26 (65%) could be construed as able to consent to at least one. The questions that were most difficult to answer concerned a participants' rights, options and the impact of their choices. Verbal and memory ability both influenced ability to consent.Conclusions. This study introduces a measure that may enable clinicians to make more systematic assessments of people's capacity to consent. A number of issues surrounding the complex area of consent to treatment are also raised.

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Lee, Soyon, Dave Nellesen, Sedge Lucas, Jincy Paulose, and Vivien A. Sheehan. "A Systematic Literature Review of the Burden of Central Nervous System Complications for Patients with Sickle Cell Disease." Blood 136, Supplement 1 (November 5, 2020): 10. http://dx.doi.org/10.1182/blood-2020-140533.

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INTRODUCTION: Sickle cell disease (SCD), a complex genetic blood disorder involving multicellular interactions between blood and endothelial cells, is often accompanied by central nervous system (CNS) complications. Effects range from silent cerebral infarct (SCI) to abnormal blood flow, and consequent overt stroke. This study assessed the humanistic and economic burden associated with CNS complications in patients with SCD and identified patient-reported outcome (PRO) instruments for future research. METHODS: MEDLINE, Embase, Cochrane CENTRAL/CDSR and 11 congresses were searched to identify English language studies published from January 2000 to May 2020 and screened with predefined criteria by two independent researchers. Clinical trials (CT) or observational studies assessing humanistic burden, economic burden, or instruments used to measure burden in patients with SCD and CNS complications (N≥15) were included. Humanistic burden was broadly defined to include quality of life (QoL), symptoms and function. RESULTS: Of the 3194 articles identified, 34 were included. Study designs were 29% retrospective observational (10/34), 29% cross-sectional (10), 26% prospective (9), 9% randomized CT (3), and 6% systematic reviews (2). Study size varied widely (16-4,485 patients with SCD and CNS complications). 77% (26) focused on pediatric patients. Separately, 77% (26) were in a US setting. Overt stroke (12), stroke and SCI (11), or SCI only (7) were the most frequently described CNS complications. Twenty-five studies reported on humanistic burden, 18 of which measured cognitive function using the Wechsler Intelligence Scales. A significant decrease was reported in full scale (FS) (stroke vs. no stroke: 73.5 vs. 84.7; P=.04), verbal (abnormal vs. normal MRI: 74.1 vs. 84.6; P=.02), and performance IQ (stroke vs. no stroke: 69.5 vs. 81.5; P=.02) for patients with overt strokes or SCI compared to non-stroke SCD controls. Greater impairment was reported for overt stroke compared with SCI (multivariate meta-analysis of mean IQ difference: -10.3; P=.0013). In addition to stroke/SCI, socio-environmental factors (i.e., family income level, lack of college education) were significantly associated with a decrease in IQ (P=.005 and P=.023, respectively). Five studies assessed motor function, reporting significantly impaired function for patients with stroke compared to non-stroke SCD controls (Purdue Pegboard both hands: 7.5 vs. 10.1; P=.0001). Among children with SCD who had experienced their first stroke, those receiving hydroxyurea (HU) for prevention of recurrent stroke had significantly less moderate to severe motor disability (physician assessed) than children not receiving HU (23.1 vs. 88.9%; P<.001). Nine studies reported economic outcomes related to healthcare resource use (HCRU) (8) and direct costs (5). HCRU and cost to manage CNS complications are high, with a median LOS of 5 days (IQR 3-9) and median hospitalization charges of $18,956 (2012 USD) for patients with SCD and stroke. Treatment costs were also substantial in patients with SCI, with annual transfusion plus chelation costs ranging between $18,149 and $67,361/year (2016 USD). No studies reported indirect costs. While many studies used clinician-administered performance outcome (PerfO) measures such as the Wechsler Scales, only 1 study employed a PRO instrument: the Children's Depression Index. In addition to the Wechsler Scales, PerfO measures of cognitive function included the Woodcock-Johnson Psychoeducational Battery (6 studies), Children's Memory Scale (4), and California Verbal Learning Test for Children (4). CONCLUSIONS: This systematic review found that SCD patients with CNS complications often experience diminished cognitive/motor function and incur substantial costs. In particular, the mean FSIQ for SCD patients with stroke and SCI was reported to be 'extremely low' to 'low' (65.9 to 83.6) and 'low' to 'average' (77.2 to 95.9), respectively across studies. The Wechsler Scales were the most commonly used PerfO measure of cognitive function, while use of disease-specific PRO instruments was extremely limited. Given that the majority of published data focuses on children, future research is needed to evaluate the burden of disease for SCD adults with CNS complications, and to assess patient perspectives and QoL to better quantify aspects of burden beyond cognitive performance. Disclosures Lee: Novartis Pharmaceuticals Corporation: Current Employment. Nellesen:Analysis Group, Inc.: Consultancy. Lucas:Analysis Group, Inc.: Consultancy. Paulose:Novartis Pharma AG: Current Employment.

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Wikström, Britt-Maj. "Visual Art and Non-verbal Sensitivity: A Teaching-learning Program in Nurse Education." Australian Journal of Primary Health 7, no. 3 (2001): 26. http://dx.doi.org/10.1071/py01042.

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This study introduced paintings, reproductions of works of art, alongside textbooks in student nurses? education. The aim was to study non-verbal language. Student nurses (N=436) at three university colleges of health sciences in Sweden served as study population. In written interpretations the students combined experiences and theoretical knowledge of non-verbal language with new impressions from the depicted persons. The findings pointed at paintings as a valuable source of knowledge of the non-verbal language. Student nurses expressed their existing insights of non-verbal language in a modulated way. Awareness of non-verbal sensitivity was developed.

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Deb, Shoumitro. "Structural neuroimaging in learning disability." British Journal of Psychiatry 171, no. 5 (November 1997): 417–19. http://dx.doi.org/10.1192/bjp.171.5.417.

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BackgroundNeuroimaging has proven useful in confirming diagnoses of certain neuropsychiatric conditions, but neuroimaging studies in learning disability are at an early stage.MethodA review of recent structural neuroimaging research in relation to learning disability was carried out.ResultsBrain abnormalities can be detected in cases of idiopathic and non-idiopathic learning disability, but their significance is not clear due to discrepancies in study findings and the small cohorts involved.ConclusionAlthough the role of structural neuroimaging in the assessment of people with learning disability is not clear, new magnetic resonance imaging technology holds great promise for future research.

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WONG, J. G., I. C. H. CLARE, A. J. HOLLAND, P. C. WATSON, and M. GUNN. "The capacity of people with a ‘mental disability’ to make a health care decision." Psychological Medicine 30, no. 2 (March 2000): 295–306. http://dx.doi.org/10.1017/s0033291700001768.

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Background. Based on the developing clinical and legal literature, and using the framework adopted in draft legislation, capacity to make a valid decision about a clinically required blood test was investigated in three groups of people with a ‘mental disability’ (i.e. mental illness (chronic schizophrenia), ‘learning disability’ (‘mental retardation’, or intellectual or developmental disability), or, dementia) and a fourth, comparison group.Methods. The three ‘mental disability’ groups (N = 20 in the ‘learning disability’ group, N = 21 in each of the other two groups) were recruited through the relevant local clinical services; and through a phlebotomy clinic for the ‘general population’ comparison group (N = 20). The decision-making task was progressively simplified by presenting the relevant information as separate elements and modifying the assessment of capacity so that responding became gradually less dependent on expressive verbal ability.Results. Compared with the ‘general population’ group, capacity to make the particular decision was significantly more impaired in the ‘learning disability’ and ‘dementia’ groups. Importantly, however, it was not more impaired among the ‘mental illness’ group. All the groups benefited as the decision-making task was simplified, but at different stages. In each of the ‘mental disability’ groups, one participant benefited only when responding did not require any expensive verbal ability.Conclusions. Consistent with current views, capacity reflected an interaction between the decision-maker and the demands of the decision-making task. The findings have implications for the way in which decisions about health care interventions are sought from people with a ‘mental disability’. The methodology may be extended to assess capacity to make other legally-significant decisions.

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Paranduk, Rida, and Yofri Karisi. "THE EFFECTIVENESS OF NON-VERBAL COMMUNICATION IN TEACHING AND LEARNING ENGLISH: A SYSTEMATIC REVIEW." Journal of English Culture, Language, Literature and Education 8, no. 2 (September 4, 2021): 145–59. http://dx.doi.org/10.53682/eclue.v8i2.1990.

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In the reviewed studies non-verbal communication used by teachers in teaching English. The purpose of this research is to study the type of Non-verbal communication by English teachers in teaching and to finding out how English teachers use non-verbal communication in teaching class, much further, whether to seek out the strength and weaknesses of the non-verbal communication, and to find out the effective way to use non-verbal communication efficiently and effectively. This research used a Quantitative approach which the effortsis to collect all of the studies that shared the common field of the study. The result of this study showed that the benefits,the advantages, the disadvantages and its effects. Moreover the non-verbal communicationgive some contributions in education which can be applied by teacher today. Recommendation and suggestion are offered in the current study. Hence,non-verbal communication is recommended to be used by teacher in this classroom.

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Prihandhini, Lauditta Nurseptia, Purwanti Hadisiwi, and Ditha Prasanti. "EXPERIENCE OF COUPLING COMMUNICATION WITH CHILDREN DISABILITY OF MAJEMUK IN YAYASAN SAYAP IBU BINTARO." Jurnal Common 4, no. 1 (June 29, 2020): 19–31. http://dx.doi.org/10.34010/common.v4i1.2551.

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This study aims to determine the experience of care giver communication with multiple disability children in the Sayap Ibu Bintaro Foundation; (1) care giver motives in the Sayap Ibu Bintaro Foundation; (2) care giver's self-meaning at the Sayap Ibu Bintaro Foundation; (3) use of care giver verbal and non verbal communication with multiple disability children. This study uses a qualitative method with a phenomenological approach and uses symbolic interactionalism theory. Data collection techniques used in this study were in-depth interviews and observations. The results of this research show that (1) a person's motives for being a care giver are divided into causes, namely: (a) getting invitations from others to cause empathy; and (b) compassion. the motives of the goal are (a) gain experience, and (b) develop abilities. (2) The meaning of self-companion is to be a parent for a child with multiple disabilities. (3) While the use of verbal communication that is often used by care giver is to provide motivation and provide advice to children with multiple disabilities, and the use of non-verbal communication used by care giver with making gestures or body language while communicating with multiple disability children in the Sayap Ibu Bintaro Foundation (YSIB)

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Loveall, Susan J., and Frances A. Conners. "Individuals with Intellectual Disability Can Self-Teach in Reading." American Journal on Intellectual and Developmental Disabilities 118, no. 2 (March 1, 2013): 108–23. http://dx.doi.org/10.1352/1944-7558-118.2.108.

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Abstract Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age–matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to understanding orthographic learning is the self-teaching hypothesis, which suggests that orthographic learning is acquired through the experience of phonologically recoding words. The present study was a first test of the self-teaching hypothesis for individuals with ID in comparison to a group of typically developing children matched on verbal mental age. Results indicated that both groups were able to self-teach.

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Yunanik, Siti. "Pemberian Penguatan Verbal dan Non-verbal untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Kepahlawanan dan Patriotisme." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 2 (July 1, 2019): 98. http://dx.doi.org/10.36312/e-saintika.v2i2.75.

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[Title: The Provision of Verbal and Non-verbal Reinforcement to Improve Student Learning Achievement in Heroism and Patriotism Subject Matter]. The purpose of this study is to improve student learning achievement on the heroic and patriotism figures subject matter through the provision of verbal and non-verbal reinforcement. This research is a class action research (CAR) with the subject of the research were class IV students in semester 1 of SDN 2 Sandik, amounting to 28 students. Student learning achievement data were collected using test instruments and analyzed descriptively-qualitatively. The results showed that the student learning achievement in the first cycle was in the medium category (mean = 5.50) increased in the second cycle (mean = 8.25) with the good category. The implementation of learning has also increased in each cycle. Based on the results of the study it can be concluded that the provision of verbal and non-verbal reinforcement can improve student learning achievement on the heroic and patriotism figures subject matter at SDN 2 Sandik.

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Fletcher, Jack M. "Memory for verbal and nonverbal stimuli in learning disability subgroups: Analysis by selective reminding." Journal of Experimental Child Psychology 40, no. 2 (October 1985): 244–59. http://dx.doi.org/10.1016/0022-0965(85)90088-8.

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Gelpi, Aileen. "Was student-athlete with learning disability subjected to outrageous verbal abuse by his coaches?" College Athletics and the Law 14, no. 11 (February 2018): 9. http://dx.doi.org/10.1002/catl.30436.

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Scruggs, Thomas E., and Margo A. Mastropieri. "Spontaneous Verbal Elaboration in Gifted and Non-Gifted Youths." Journal for the Education of the Gifted 9, no. 1 (October 1985): 1–10. http://dx.doi.org/10.1177/016235328500900102.

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In two experiments, differences were investigated between gifted youths and comparison groups with respect to: (a) performance on paired-associate tasks involving meaningful and nonmeaningful words; (b) reported use of spontaneously produced learning strategies; and (c) degree to which learning strategies facilitated recall. Under free-study conditions, gifted youths outperformed their age peers in recall and strategy use, for both meaningful and nonmeaningful word pairs. In both experiments, gifted youths appeared to benefit greatly from mediational strategy use. Results of this and previous investigations, taken together, suggest that the learning of gifted students may be inhibited by rate learning environments which are too highly structured. When gifted learners were allowed to study at their own pace and develop their own learning strategies, performance increased.

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Journal articles on the topic 'Non verbal learning disability'

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