Overview
Provides easily accessible knowledge and tools to practitioners involved in the identification of and subsequent treatment for NVLD – no competitive volume currently available directly addresses the information needs of school-based personnel and their community collaborators.
Provides a comprehensive overview for school- and community-based practitioners who work with children on how to identify, assess, and treat NLVD.
Is practical and applied in its orientation – It offers readers direction and advice that they can immediately put into effect in their school and community practices.
Clearly identifies the roles and responsibilities of school psychologists and other school professionals, including speech and language pathologists, occupational therapists, and resource teachers in identifying students with NVLD.
Includes supplementary material: sn.pub/extras
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Table of contents (12 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Although it has yet to be recognized by the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM), nonverbal learning disabilities (NVLD) in children are a growing concern. NVLD are receiving increased attention from researchers as well as from clinicians encountering these conditions in their young clients. At the same time, reliable information on effective interventions for NVLD has lagged behind this interest.
Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice offers a well-rounded understanding of NVLD, placing it within the context of other developmental disorders, most notably high-functioning autism and Asperger’s syndrome. The most current genetic, environmental, and neurobiological theories of and research into the causes of NVLD (e.g., the “white matter model”), in-depth diagnostic methods, and quality interventions are examined. Using an evidence-based approach, this groundbreaking volume:
- Conceptualizes NVLD as a disorder with subtypes.
- Differentiates between diagnostic criteria for NVLD and Asperger’s Syndrome.
- Analyzes the co-occurrence of NVLD with other developmental disabilities and psychological disorders.
- Provides a comprehensive psychoeducational assessment model.
- Describes efficacious treatments and supports their empirical validation.
- Offers guidelines for sustaining treatment gains through effective collaboration of school personnel and family members.
Nonverbal Learning Disabilities in Children is a must-have reference for researchers, practitioners, and graduate students in school and clinical child psychology, education, speech-language therapy, and other disciplines and professions involved in identifying and treating children with NVLD.
Reviews
From the reviews:
"All in all, Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice provides the reader with an acceptable overview of the current status of NVLD. Unlike most of the other recent books on the market, which are primarily written for parents (e.g., Burger, 2004; Mamen, 2007; Martin, 2007; Rubinstein, 2005; Tanguay, 2001, 2002; Whitney, 2008) or teens (Murphy, 2008), Davis and Broitman’s work is primarily designed for the professional."
- Linda C. Caterino, PsycCRITIQUES, November 2, 2011, Vol. 56, Release 44, Article 7
“The book is meant as an overview of nonverbal learning disabilities for school-based practitioners such as school psychologists, school counselors, school nurses, special education teachers, speech and language pathologists, and occupational therapists, as well as community-based mental health professionals. It is a short book, just over 100 pages, but it does present such topics as history and current status of the disorder, etiology, prevalence, associated conditions, and treatment. … Davis and Broitman’s work is primarily designed for the professional.” (Linda C. Caterino, PsycCRITIQUES, Vol. 56 (44), November, 2011)
Authors and Affiliations
About the authors
John M. Davis, Ph.D., is currently an Associate 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.
Jessica Broitman, Ph.D., 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.
Bibliographic Information
Book Title: Nonverbal Learning Disabilities in Children
Book Subtitle: Bridging the Gap Between Science and Practice
Authors: John M. Davis, Jessica Broitman
DOI: https://doi.org/10.1007/978-1-4419-8213-1
Publisher: Springer New York, NY
eBook Packages: Behavioral Science, Behavioral Science and Psychology (R0)
Copyright Information: Springer Science+Business Media, LLC 2011
Softcover ISBN: 978-1-4419-8212-4Published: 12 May 2011
eBook ISBN: 978-1-4419-8213-1Published: 04 May 2011
Edition Number: 1
Number of Pages: XVI, 128
Topics: Child and School Psychology, Social Work, Education, general, Developmental Psychology, Clinical Psychology, Psychotherapy and Counseling