Treating NVLD in Children: Professional Collaborations for Positive Outcomes

Overview

Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD – as well as the array of treatment variables – even seasoned practitioners may find themselves in confusing situations.

Treating NVLD in Children takes a developmental view of how the problems and needs of young...

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Overview

Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD – as well as the array of treatment variables – even seasoned practitioners may find themselves in confusing situations.

Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world.

Among the book’s key features are:



• A new four-subtype model of NVLD, with supporting research.
• A brief guide to assessment, transmitting results, and treatment planning.
• Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD.
• Material specific to improving reading, writing, and mathematics.
• Overview of issues in emotional competency and independent living.
• An instructive personal account of growing up with NVLD.

Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists.

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Editorial Reviews

Doody's Review Service
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Nonverbal learning disability (NVLD) is increasingly recognized as a distinct clinical entity with detrimental outcomes, but clear potential for treatment. This book explores the syndrome and methods for treating and accommodating children with it.
Purpose: The aim is to provide a multidisciplinary perspective on the treatment of nonverbal learning disabilities and to review the literature or lack thereof, as the case might be, in each area.
Audience: The book is intended for a broad audience of clinical professionals and paraprofessionals who work with children with learning disorders. The editors have previously published on nonverbal learning disabilities, including a book in 2011. The contributing authors have relevant experience, but not of the usual scholarly star power seen in other books.
Features: One the one hand, this book provides what seem to be useful, practical suggestions for NVLD interventions. On the other hand, there is little research support for the suggestions in many of the chapters. In many respects, it reads like a personal account of what individuals do in their clinics, rather than a research-based review of the literature. This can be useful if readers are aware of this ahead of time and approach it with healthy skepticism. There are some nuggets of wisdom regarding interventions that readers will appreciate, but they also will need to wade through some rather simplistic and unnecessary information in a book intended for professionals. A redeeming point is the broad range of topics that should leave readers satisfied with the possibilities for intervention, but some topic areas are clearly outside the author's expertise and could raise questions about the credibility of the information.
Assessment: This book presents a wide variety of practical interventions for children with NVLD that could be tried in a clinic or school. However, readers need to approach it analytically and critically, given the dearth of research support and clear overreach on certain topics.
From The Critics
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Nonverbal learning disability (NVLD) is increasingly recognized as a distinct clinical entity with detrimental outcomes, but clear potential for treatment. This book explores the syndrome and methods for treating and accommodating children with it.
Purpose: The aim is to provide a multidisciplinary perspective on the treatment of nonverbal learning disabilities and to review the literature or lack thereof, as the case might be, in each area.
Audience: The book is intended for a broad audience of clinical professionals and paraprofessionals who work with children with learning disorders. The editors have previously published on nonverbal learning disabilities, including a book in 2011. The contributing authors have relevant experience, but not of the usual scholarly star power seen in other books.
Features: One the one hand, this book provides what seem to be useful, practical suggestions for NVLD interventions. On the other hand, there is little research support for the suggestions in many of the chapters. In many respects, it reads like a personal account of what individuals do in their clinics, rather than a research-based review of the literature. This can be useful if readers are aware of this ahead of time and approach it with healthy skepticism. There are some nuggets of wisdom regarding interventions that readers will appreciate, but they also will need to wade through some rather simplistic and unnecessary information in a book intended for professionals. A redeeming point is the broad range of topics that should leave readers satisfied with the possibilities for intervention, but some topic areas are clearly outside the author's expertise and could raise questions about the credibility of the information.
Assessment: This book presents a wide variety of practical interventions for children with NVLD that could be tried in a clinic or school. However, readers need to approach it analytically and critically, given the dearth of research support and clear overreach on certain topics.
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Product Details

  • ISBN-13: 9781461461784
  • Publisher: Springer New York
  • Publication date: 3/31/2013
  • Edition description: 2013
  • Edition number: 1
  • Pages: 366
  • Sales rank: 807,590
  • Product dimensions: 6.40 (w) x 9.20 (h) x 1.10 (d)

Meet the Author

Jessica Broitman, Ph.D., (Co-editor) is the co-author of Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice (2011). She is the President emeritus of the San Francisco Psychotherapy Research Group and Executive Director of its Clinic and Training Center. She frequently lectures on Weiss's Control Mastery Theory worldwide. Currently a psychoanalyst in private practice since 1980, she has worked with families who have learning-disabled children for more than 10 years. She is currently involved in several research projects concerning the treatment and understanding of NVLD and has a special interest in helping professionals and families understand and treat this disorder. She is available for consultations and can be reached at: drjess@comcast.net.

John M. Davis, Ph.D., (Co-editor) is the co-author of Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice (2011). He is currently a Professor at California State University, East Bay, and Chair of the Educational Psychology Department, where he teaches and supervises. He received his Ph.D. from the U.C. Berkeley School Psychology program and did clinical postdoctoral studies to become a licensed psychologist. He has a special interest in learning and developmental disorders having been the director of a school and clinic for students with learning disabilities for 13 years, which provided diagnostic and intervention services. His current clinical work is primarily with children and adults with learning disorders. His writing and research interests include articles and book chapters in the areas of mental health consultation, suicide/crisis intervention, and learning disorders. He is available for consultation and evaluations can be reached at: jack.davis@csueastbay.edu.

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Table of Contents

1. Introduction.- 2. Overview of NVLD.- 3. The Role of the Occupational Therapist.- 4. Nonverbal Learning Disabilities: A Speech-Language Pathologist’s Perspective.- 5. Psychological Assessments for NVLD.- 6. The Physician’s Role in Treating NVLD.- 7. Coaching: Addressing the Psychosocial and Executive Functioning Challenges of NVLD in K–12 and the Transition to Adulthood.- 8. The Role of the Educational Therapist - Academic Interventions for Reading and Writing.- 9. The Educational Therapist and Mathematics.- 10. Promoting Social Emotional Competency in Children with NVLD.- 11. College Counseling with the NVLD Student.- 12. Social and Cultural Capital for Students with NVLD: Transitioning into Higher Education.- 13. Employment and Vocational Rehabilitation Services for Individuals with NVLD.- 14. Clinical Practice and the Law for NVLD.- 15. Overview of the Current Research on NVLD.- 16. Dealing with a NVLD: A Family’s Perspective.- 17. Conclusions.- Appendix.

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