This document discusses nonverbal learning disabilities (NLD) in children and the potential role of parental attachment issues. It proposes that children with NLD may have parents who experienced maladaptive attachment as children, which could impact the child's development. Signs of NLD include difficulties with social skills, motor coordination, spatial awareness, and following multi-step instructions. The document explores whether insecure parental attachment and maternal stress could contribute to a child's risk of developing NLD. It also aims to differentiate NLD from emotional disturbances and discusses strategies to support children with NLD.
Die repräsentative goodpurpose®-Umfrage wurde 2012 zum fünften Mal in Folge mit dem Ziel erhoben, weltweit Einstellungen und Verhaltensweisen von Konsumenten zum Thema „Social Marketing" sowie deren Erwartungen an Unternehmen zu sondieren. Die Marktforschungsfirma StrategyOne (ein Edelman-Unternehmen) führte zwischen Januar und Februar 2012 eine Onlineumfrage in 16 Ländern unter 8.000 Erwachsenen durch. Je 500 Teilnehmer wurden in folgenden Märkten untersucht: Belgien, Brasilien, Kanada, China, Frankreich, Deutschland, Indien, Indonesien, Italien, Japan, Malaysia, Niederlande, Singapur, VAE, UK und USA. Auf Basis der Studienergebnisse entwickelt Edelman Markenstrategien und Kommunikationskampagnen, die gesellschaftliches Engagement zentral an den Markenkern heranführen und diese soziale Plattform durch Konsumententeilhabe aktivieren. www.purpose.edelman.com.
Post a brief summary of the article you selected. Provide a real-wanhcrowley
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a brief summary of the article you selected. Provide a real-world application of the theory within your current professional area or one in which you have interest. Also, explain how the theory could apply to one or two aspects of your daily life. Be specific and provide examples.
Cognitive Theory of Mind discusses thinking about thoughts, knowledge, beliefs, intentions, while affective Theory of Mind involves thinking about and experiencing emotions, referring to oneself (intrapersonal) or others (interpersonal) (Vissers & Koolen, 2016). A good example of this theory in use is when evaluating children with Specific Language Impairment and how this impairment can cause them to have social and emotional difficulties in life. According to Vissers & Koolen it was found that children with specific language impairment (SLI) have several social emotional problems and both cognitive and affective areas of Theory of Mind are compromised.
In this study where children had SLI it was found that as a whole they are not nearly as developed as say the ‘normal child.’ Item such as grades, competence, assertiveness, peer social skills differ, as well as verbal skills and the likelihood of engagement in play (Vissers & Koolen, 2016). Not only can a difference be seen at school, but parents of these children have also noticed a difference at home, scoring them lower in areas regarding assertion, responsibility and cooperation (Vissers & Koolen, 2016). One behavior that was found to be one of the biggest issues in children with SLI was withdraw, and this can be understandable given the deficits in peer social skills, verbal skills and decreased overall engagement (Vissers & Koolen, 2016).
Another developmental disorder in development is also childhood autism. Similar in some senses to SLI, autism is a much more complex developmental disorder distinguished by difficulties with social interaction, verbal and nonverbal communication and behavior issues such as repetitive behaviors and a narrow focus of interest (Segen’s Medical Dictionary, 2012). Keep in mind that there are a variety of disorders within the autistic categorization like Rett syndrome (common in females), Asperger syndrome, childhood disintegrative disorder, and Pervasive developmental disorder. Given this information we will keep our focus on the classic autism, and how this disorder demonstrates the difficulty they have making social connections.
One keep point with autistic children is they tend to avoid eye contact in general, they do not actively hug, but rather passively accept physical contact and at times can even shy against it (Segen’s Medical Dictionary, 2012). At times they can become angry, or irritated when they are held, and can cry when picked up; showing the opposite of what typical children yearn for. It may seem to many as if autistic children have no desire or formed attachment to their parents (Segen’s Medical Dictionary, 2012). Verbal communication is m ...
In this talk, James Tobin, Ph.D., presents his Relational Parenting approach, a pragmatic guide for parents to help resolve parent-teen conflict and family systemic issues.
What did you find most interesting regarding the health issue ea.docxberthacarradice
What did you find most interesting regarding the health issue each learner selected? one paragraph each post
Desiree post
Skeletal growth along with brain development, grow rapidly during early childhood. Although it can vary from culture to culture, the fact remains that there will be undeniably a growth spurt in physical and mental development. Skeletal growth is what is the most obvious during development. We notice the physical changes of children getting taller, thinner, baby teeth falling out and even facial maturity. Brain development is noticeable over a period of time. Memory, language, attention, and coordination can all be indicators of mental development.
Asthma is said to be the most chronic disease in child development. It is defined as “a condition in which your airways narrow and swell and produce extra mucus. This can make breathing difficult and trigger coughing, wheezing and shortness of breath” (Clinic, 2016). Factors that have a major influence on asthma are pre and post birth smoking environments. Another factor that grossly effects asthma is air pollution. “Air pollutions exposure before 2-3 years of age appear most important for asthma development” (Nina Clark, 2010). Although there is no cure for asthma, nebulizers and inhalers are used to keep it under control. This health issue is so important to me because my husband suffers from severe asthma, and I worry that it will be passed down to our young daughters.
LaRoya post
During the preschool age, children learn how to regulator their physical development and movement patterns through physical activities & play. Gross motor skills are essential for running jumping and throwing throwing. Gross motor skills develop faster than fine motor development skills, which progress at a slower pace during this age range. Physical activities that develop and nurture preschoolers' coordination, fine motor skills and gross motor skills will benefit them to progress physically and it may also increase their interactions and performance times with one another. Educating children about having a healthy lifestyle and encouraging a positive body image is critically imperative at this age. The most vital way for parents to assist children in developing a lifestyle of healthy attitudes and behaviors towards food and exercise is to train, to demonstrate, and to encourage correct eating and activity patterns. It is also imperative to continue to deliver children with love and nurturing that builds string, positive self - images based on attributes other than appearance is important as well.
It is extremely important for child's health development to be assessed and observed. This is the period in which young children reach their developmental milestones emotional, cognitive and motor skills. During this time young children are at risk of many health conditions, one that is extremely known is obesity. Childhood obesity raise the risk for cardiovascular disease and can ...
1Running head LEARNING DISORDERS IN CHILDREN13LEARNING DISO.docxRAJU852744
1
Running head: LEARNING DISORDERS IN CHILDREN
13
LEARNING DISORDERS IN CHILDREN
Learning Disorders in Children
3/28/2020
Abstract
Different disorders are suffered by human beings and more so in their childhood. These disorders range from psychological disorders to psychological disorders. Learning disorders are among disorders that can be seen in a child during their stage of development. There are different types of learning disorders, as will be discussed in this paper. This paper tackles each of these disorders differently to offer deep insight into each. For the clear scope of each disorder, this paper covers what causes each of these disorders, probable signs and symptoms, treatment, and the role of patients towards the management of each disorder.
Keywords:
Write the Title of the Paper Here Again
History of learning disorders
The history of learning disorders among children dates to the 1860s, although the concept had to wait a century later for its proper development. After this century was over, the concept started popping up, and it was clearer how people understand it differently from the past decade. It was in 1960 when educators and doctors started realizing that there was a challenge of learning among children, and they started to act. The development and acknowledgment of this disorder were done from 1960 up to 1980, and this is where another trend was realized concerning learning disabilities. However, there were inclusion classes that were developed in this time frame because people had not yet gained relevant insight on how to help such children. Between the 1980s to 1990s, measures were being developed on how to help those children who might be suffering from learning disorders. The development was very well impacted and entirely reviewed, and in the early 1990s, the IDEA was developed to stand for the educational rights of children with disabilities. To study the different learning challenges among children, the concept of science was brought in from 2000 up to present. This has been necessary because it has enabled studying different types of learning disorders among children and, consequently, how each can be addressed (last name of author, year of publication).
Types of learning disorders Comment by itorres: Centered, boldfaced, and capitalize the L and the D
There are different learning disorders, but there are some which are common among children. This does not, however, mean that for the uncommon disorders, they have left to chances. No, every disorder must be attended to for the learning rights of students to be met. Some of these common disorders are:
Dyslexia Comment by itorres: Left aligned like this and in bold.
Scope and causes Comment by itorres: In this same margin, boldfaced and capitalize the C
This is perhaps the most common type of earning disorder and is suffered by children who have difficulties in their sight, and their intelligence is challenged. For children who have poor eyes.
1Running head LEARNING DISORDERS IN CHILDREN13LEARNING DISO.docxaulasnilda
1
Running head: LEARNING DISORDERS IN CHILDREN
13
LEARNING DISORDERS IN CHILDREN
Learning Disorders in Children
3/28/2020
Abstract
Different disorders are suffered by human beings and more so in their childhood. These disorders range from psychological disorders to psychological disorders. Learning disorders are among disorders that can be seen in a child during their stage of development. There are different types of learning disorders, as will be discussed in this paper. This paper tackles each of these disorders differently to offer deep insight into each. For the clear scope of each disorder, this paper covers what causes each of these disorders, probable signs and symptoms, treatment, and the role of patients towards the management of each disorder.
Keywords:
Write the Title of the Paper Here Again
History of learning disorders
The history of learning disorders among children dates to the 1860s, although the concept had to wait a century later for its proper development. After this century was over, the concept started popping up, and it was clearer how people understand it differently from the past decade. It was in 1960 when educators and doctors started realizing that there was a challenge of learning among children, and they started to act. The development and acknowledgment of this disorder were done from 1960 up to 1980, and this is where another trend was realized concerning learning disabilities. However, there were inclusion classes that were developed in this time frame because people had not yet gained relevant insight on how to help such children. Between the 1980s to 1990s, measures were being developed on how to help those children who might be suffering from learning disorders. The development was very well impacted and entirely reviewed, and in the early 1990s, the IDEA was developed to stand for the educational rights of children with disabilities. To study the different learning challenges among children, the concept of science was brought in from 2000 up to present. This has been necessary because it has enabled studying different types of learning disorders among children and, consequently, how each can be addressed (last name of author, year of publication).
Types of learning disorders Comment by itorres: Centered, boldfaced, and capitalize the L and the D
There are different learning disorders, but there are some which are common among children. This does not, however, mean that for the uncommon disorders, they have left to chances. No, every disorder must be attended to for the learning rights of students to be met. Some of these common disorders are:
Dyslexia Comment by itorres: Left aligned like this and in bold.
Scope and causes Comment by itorres: In this same margin, boldfaced and capitalize the C
This is perhaps the most common type of earning disorder and is suffered by children who have difficulties in their sight, and their intelligence is challenged. For children who have poor eyes ...
1. Nonverbal Learning Disabilities in Children 1
Nonverbal Learning Disabilities in Children with Parents Whom Have or Suffered from
Maladaptive Parental or Maternal Attachment
Carrie M Carstens-Ritter
PSYC3500
Learning and Cognition
Capella University
March 13, 2015
2. Nonverbal Learning Disabilities in Children 2
Introduction
Learning disabilities first came to light in the late 1800’s around the same time mandatory
schooling was put into place in several countries. It was not until the mid-1960’s that nonverbal
learning disabilities began to be seen as separate from other verbal disabilities and behaviors, and
a study found that “some children that were able to learn to read and write had continual issues
arise in their right-left brain orientation; they also had problems in math and problem solving, as
well as comprehension of many daily social interactions (Johnson, & Myklebust, 1967; Spreen,
2011).” These children especially had problems which could be described as relating to how
their brains functioned and did, or did not, attempt to process such functions relating to verbal,
social-nonverbal, and nonsocial-nonverbal activity (Johnson, & Myklebust, 1967). Many
children with such nonverbal learning disabilities have parents that have had maladaptive or
negative attachment issues with either someone in their past or during childhood; which may be
the product of generational maladaptive behavioral issues and/or abuse. Children in such
conditions have many brain functions that cause substantial learning problems which have a
tendency to be difficult to diagnose at times (Forbes, 1987).
3. Nonverbal Learning Disabilities in Children 3
Possibly NLD, How Could It Be?
It is these children that seemingly are “so much smarter than their older brother”, “do so well on
tests”, and are “such a joy to have in class”, yet have a general social aloofness about them at the
same time. One main reason behind this is because the child is usually able to do so well in rote
rehearsal from a very early age, like memorizing studies in the classroom; that parents are at first
not able to see that many social skills tend to lag, or that the child has any learning disability
whatsoever (Forbes, 1987). Verbal and nonverbal learning skills begin in the womb and correlate
well with Bowlby’s attachment theory (1982). When we begin to look backwards at attachment
theory, and how generations of particular forms of mental and emotional forms of abuse and
patterns were created and recreated over and over, a better understanding of some forms of
nonverbal learning disorder are gained. As an infant, if emotional abuse has been present, more
often than naught, a history of insecure attachments may have a tendency to “impair emotional
regulation and foster negative internal working models of self and others that initiate and sustain
negative coping responses (Riggs, 2010).” In short, it’s usually a circle of negativity that
continues to cycle unless an intervention and cognitive change to break the cycle occurs. Many
adults that have negative coping responses and impaired emotional regulation suffer, or have
suffered from, some sort of insecure attachment or another in their past, causing maladaptive
behaviors they may not even realize are present, which are being fostered into their child’s ideals
of how a parent is to act, or be.
Problem Statement and ResearchQuestion
A young adult that has a nonverbal learning disorder (NLD) and whom suffers insecure
attachment history may try their best to tell you that they just do not understand how to
4. Nonverbal Learning Disabilities in Children 4
understand facial expressions, nonverbal cues, breaks in speech, or sarcasm, and may be seen as
distant, rude, emotionally unavailable, and also aggravated or even emotionally and verbally
aggressive at times, while becoming agitated at their inability to comprehend cues. They may not
realize when a conversation should be over or if the clerk at the store was joking around; just like
an individual may not grasp another person feeling annoyed, or being in pain. Many have close
friends or relatives that they tend to turn to when they are unable to explain their behaviors to
others in an appropriate manner. While NLD shares many characteristics with Asperger’s
syndrome and other emotional disorders, it differentiates itself by having it’s own distinguishing
set of characteristics including, but certainly not limited, to children who…
“Have trouble recognizing nonverbal cues such as facial expression or body language;
Show poor psychomotor coordination; are clumsy; seems to be constantly “getting in the
way,”
and bumping into people and objects;
Sometimes find fine motor skills a challenge: tying shoes, writing, using scissors;
Need to verbally label everything that happens to comprehend circumstances, spatial
orientation, directional concepts and coordination; are often lost or tardy;
Have difficulty coping with changes in routing and transitions;
Have difficulty generalizing previously learned information;
Have difficulty following multi-step instructions;
Make very literal translations;
Ask too many questions, may be repetitive and inappropriately interrupt the flow of a
lesson;
5. Nonverbal Learning Disabilities in Children 5
Impart the “illusion of competence” because of the student’s strong verbal skills
(Learning
Disabilities Association of America, 2015).”
Is it possible that these children, that have little or no fear, danger avoidance, or humility
reactions, were themselves emotionally traumatized as an infant, by the result of a lack of secure
attachment, or through parental withholding of praise, reward, accomplishment or love? Are
these lack of skills due to more biological factors such as right hemisphere brain disorders,
instead? Perhaps both, as it incorporates not only motor skills, but visual-spatial-organizational
skills and qualities, as well as social constructs on several levels, which should be noticeable at a
young age but are usually overshadowed by such excellent rote skills (Thompson, 1996)? It is
possible that “a nonverbal learning disability (could) be caused by damage, disorder or
destruction of neuronal white matter in the brain's right hemisphere and (the child may possibly
be) experiencing a wide range of neurological diseases such as hydrocephalus or other types of
brain injury (Harnadek & Rourke 1994).”
Or;
Or, could it be that all of these problems possibly stem from a mother that had a poor initial
attachment with her infant due to her own lack of attachment to her caregiver(s) as a child and
was therefore neglected herself (emotionally, at the least, through assumption and conclusion of
readings only) which created its own set of emotional trauma, scarring, and insecurity, that may
have been passed on to her own child through DNA and neural pathways, as well as generational
cycling of trauma, internal attachment history problems, high levels of parenting stress, and the
effects on the child of such distress? All are very plausible explanations and studies show much
6. Nonverbal Learning Disabilities in Children 6
interest in the category; because truth be told, there is not one, single, valid reason a child is
diagnosed with NLD. There are many possible factors and approachable onsets of NLD, but it is
a fact that several children diagnosed with NLD have had mothers that were also diagnosed with
hormonal regulation difficulties which resulted in a lack of “caregiving motivation” through part
of pregnancy which continued postpartum (Maestripieri, 2001). So, does maternal stress or
emotional inadequacy of parents or caregivers play a larger role than first believed in children
diagnosed with NLD? It is believed that it does. Mothers with higher stress levels have children
that also feel the repercussions of those stressful feelings while also being more likely to suffer
from ADHD (their parents more than likely had an attention deficit related disorder as well,
whether diagnosed or not; there is a general higher possibility of disorders such as OCD, ADD,
etc. through bloodline) and interventions including cognitive, behavioral and emotional
management, as well as individual therapies and inclusive training groups (Antshel, & Joseph,
2006).
Significance in ResearchQuestion; Differentiation of Emotionally Disturbed vs NLD
If there was a possibility of further educating parents that had insecure attachments themselves;
to increase their knowledge of the chance that their offspring has a significantly higher chance of
developing an NLD, parents could not only be more aware of the signs (which at times are not
noticed due to other, more exemplary, well done and rehearsed activities, perhaps), but enable
stress reduction techniques to ease their own psychological fears and tendencies about dealing
with such disorders so their children can be diagnosed at an earlier age. Since parental stress is a
very high indicator for emotional maternal traits when dealing with a new infant, such things as
“affect, mood, daily hassles, socioeconomic status (SES), and even age, play very large factors in
7. Nonverbal Learning Disabilities in Children 7
how bonding and attachment will occur; and if it does, how does one know if it will it be on a
level consistent enough for the needs of the infant (Antshel, & Joseph, 2006)? One can only do
their personal, known best, in regards to attending to the needs of their child; and having a
positive self-concept and self-regard will enable more positive parenting skills, in most cases.
Further education about NLD and maternal stress play a large role in encouraging parents to
receive mental or emotional help when they are feeling unstable or having disabling moods that
may be disparaging to themselves or their newborn to ensure they may have a more stable
attachment with their child than they had with their parent or caregiver during infancy or
childhood.
Can We Differentiate Between Children with NLD and Emotionally Disturbed Youth?
Adults that have children suffering from an NLD can more than likely recall an instance where
their emotions got the better of them in a situation and it did not turn out accordingly, as
communication was more than likely blocked due to emotional trauma exerting itself. Children
that have NLD seem to have less emotion than “normal” children, yet it is more the fact that they
just do not possess the skills to act accordingly to such emotions and do not realize “how they are
supposed to feel or act” when these emotions arise (Forbes, 1987). In differentiating between
cases of youth with NLD and those of emotionally disturbed youth, cases must be researched
thoroughly and examined from a critical emotional standpoint since both disorders display
similar characteristics and children's response to nonverbal stimuli in either case is not always
properly understood. Children with characteristics such as “higher attachment disruptions... may
play a more critical role in the emergence of child psychopathology and future work should
assess such disruptions in order to further our ability to understand and treat serious adjustment
8. Nonverbal Learning Disabilities in Children 8
difŽculties in children and adolescents (Kobak, Little, Race, & Acosta, 2001).” Adaptation is
crucial in child development and when attachments are disorganized and insecure, it is difficult
for a child to find one with whom to have a strong, safe, secure attachment to when a parent is
unavailable emotionally, or otherwise disassociated (Kobak, Little, Race, & Acosta, 2001).
Dissociative symptoms in emotionally traumatized distraught, abused, or deficit-ed youth,
children, and adolescents can include: Impaired behavior and obvious emotional deficits,
traumatic attachment deficits or profound extension of emotional need toward a person, object,
or thing, and empirical studies have shown there are “certain recurrent, observable symptoms of
problem behavior in children and these symptoms tend to cluster into two major syndromes, or
symptom-clusters, known as “conduct problems” and “personality problems (Quay, 1963)”.
Emotionally traumatized youth would benefit greatly from educational programs that are
designed to accommodate their distinctive educational and emotional goals and needs (Quay,
1963). When praise and punishment are used in an appropriate manner, it has been shown
children respond well, and paired reward/punishment stimuli can be used in effective learning
techniques as well, when emotional responses tend to be inadequate for the situation at hand.
Emotionally traumatized youth can be effectively counseled and obtain the ability to maintain
and function within normal relationships once they are accepting of their past trauma, recognize
signs and symptoms of its return (possibly), and work toward continued positive emotional
growth and self-sufficiency and salience.
Children With Nonverbal Learning Disorder
9. Nonverbal Learning Disabilities in Children 9
While above average skills in vocabulary output, speaking, and verbiage in youth may be
primarily memorized bits of information, children that are affected with NLD may not
comprehend the information he or she are able to recite and therefore may find themselves in
situations at times where their verbal skills are of no help to them (Matte & Bolaski, 1998);
emotional distortion may occur at this time and as a negative affect or mood change begins to
dominate- recognizing and identifying the precursor and trigger is important in solving the
problem and understanding that lack of empathy may (or may not) occur at times (Riggs, 2010).
Activities to increase “oral activity, active reading strategies, and instructional efforts to cultivate
the skills necessary to disclose and acknowledge their personality not only to themselves, but
also to others, in an effort to advance feelings of self-worth and awareness, as well as the acute
sense of understanding when clarity and directness are revealed in communication as something
one is good at, rather than having the impediment of a disability are helpful (Matte, & Bolaski,
1998).” Visual aids and rehearsal may be valuable to these children. Other strategies that could
be used involve:
“Rehearsal in getting from place to place;
Minimizing transitions and giving several verbal cues before transition;
Avoid assuming the child will automatically generalize instructions or concepts;
Verbally point out similarities, differences and connections; number and present
instructions in
sequence;
Simplify and break down abstract concepts, explain metaphors, nuances and multiple
meanings
in reading material;
10. Nonverbal Learning Disabilities in Children 10
Allow the child to abstain from participating in activities at signs of overload;
Thoroughly prepare the child in advance for field trips, family outings, day trips, or other
changes, regardless of how minimal;
Implement a modified schedule to provide encouraging stimulation throughout the day;
And, never assume the child understands something because he or she can “parrot back”
what
you’ve just said, remember to offer added verbal explanations when the child
seems lost or registers confusion (Learning Disabilities Association of America,
2015).”
Report of ResearchFindings
It has certainly been shown within the research findings that maternal distress can play a very
large role in one’s own maladaptive attachment history throughout the course of their lifetime
and individuals that have been emotionally abused and/or neglected do have, within reason, a
higher chance of having a child with a nonverbal learning disorder, but mainly at the rate as any
other couple has of having a child with NLD. Children that had a lack of attachment with their
parents and/or caregivers were more likely to be depressed at a younger age and used more
adaptation skills and less “reality” skills and representations in a study done (Toth, Rogosch,
Sturge-Apple, & Cicchetti, 2009). There is a very high chance of mothers who have been
previously emotionally abused or neglected to bear child to infants and have a lack of maternal
compassion, which has been shown to have a subsequent effect on the child, maternal
depression is usually present in as well, along with other maladaptations (Toth, Rogosch, Sturge-
Apple, & Cicchetti, 2009). Toth and his fellow researchers firmly believed that there was a
11. Nonverbal Learning Disabilities in Children 11
“quality of attachment in offspring, and children’s representations of parents and of the self
suggest that maternal depression may initiate a developmental process whereby negative
adaptation in one domain may adversely affect functioning in another domain (2009).”
NLD Has Several Theories and Truths
There are brain functions relating to organization and transfer (just to name a couple) that affect
children suffering from NLD. The right side of the brain does more processing of many things
and enables us to comprehend and understand gestures, know faces, recognize symbols, and is
more complex; while the left side is left to take care of such things as speech, auditory, and
language processing, and how to understand visual images and information (Rissman, 2011).
“Although not clinically useful, it is a certain fact that learning disabled children without
emotional problems and emotionally disturbed children without learning problems present with
very different symptoms, and they are readily distinguishable; they just need to be objectively
distinguished rather than seen as a single problem (Forbes, 1987).” Children with NLD
incorporated with parental attachment history problems have had brains scans that showed “mild
abnormalities in the right cerebral hemisphere revealing that kids with NLD that have seen a
clinician at one point or another, may have attained a substantial head injury, repeated radiation
treatments near their head for periods of time, been born without the corpus callosum, have been
previously treated for hydrocephalus, or had an amount of brain tissue removed from the right
side of their brain (Thompson, 1996),” among any other number of reasons.
12. Nonverbal Learning Disabilities in Children 12
These previous reasons lead researchers to believe that white matter in the brain has destructed
and since this matter is needed for both sides of the brain to report to each other (inter-modal)
and function together effectively, damage to this white matter may cause the left side of the brain
to function on it’s own, which leads to and incorporates all symptoms of NLD, while at times
resembling a patient that has had a head injury, both in how he acts and the behaviors elicited
(Thompson, 1996). Maternal attachment can be difficult when it is a chore to communicate with
or care for one’s own offspring, especially when underlying brain structure or neural pathway
errors may be to blame for emotional traumas and nonverbal learning disorders related to
parental attachment or detachment.
It is much more difficult for children to regulate their emotions when the complex world around
them is surrounded by, and with, adults that leave them with unclear intentions and unregulated
emotions; it makes it increasingly more difficult for children to thrive as they have no emotional
understanding of certain feelings or affect, usually only such things as abuse, failure, trauma, or
distress (Riggs, 2010). In children with NLD, regardless of contraction, it is important to create a
few inclinations towards desire and behavioral control to make school a more comfortable and
educational environment as several children with NLD have been teased for being different,
which opens up another realm of research altogether (Kobak, Little, Race, & Acosta, 2001).
There have been associations of emotionally abused and traumatized parents that have children
diagnosed as having NLD that are able to associate and communicate well. However, it is
expected that there may be times where there just may not be a good enough explanation, or an
explanation at all. In any and all circumstances, it is just important to keep in mind, children are
13. Nonverbal Learning Disabilities in Children 13
just that, children; and as long as we remain in communication and have some sort of attachment
or bond, most major emotional traumas can be avoided it seems. When caring for children that
have had serious traumatic experiences, it is going to very important to know the correct way to
differentiate between children with nonverbal learning disorders and with emotional traumas and
be able to cognitively and effectively treat each in an ethical manner.
Discussion, Recommendation, Conclusions
New mothers that had higher levels of the hormone estradiol in their systems while pregnant and
after their child’s birth reported having “higher feelings of attachment to their children in the
days following birth and their maternal experience was an exceptionally better way to gauge the
differences in maternal responsiveness than was hormones (Maestripieri, 2001).” As new
mothers attend to their infants, internal and external attachments occur between the two, in most
cases. If a maternal instinct does not arise, those attachments may be hindered, or maladaptive,
through infant attachment formations of bonds with other people or things. Nonverbal language
disorders occur at times in children that have “social and psychological concerns, which are
usually noticed previous to any school problems. Children with such disorders are susceptible to
such things as an imbalance or lack of social and thinking skills, noticeable lack of peer relations,
a lack of empathy or social judgement, and a history of unusual thinking, including ritualistic and
routine behaviors (Dinklage, 2014).” A diagnosis of NLD can cause even more problems as a
child grows while his brain may have to learn and relearn items such as “remembering” past
events and regaining the structure of those past events to work through present events of the
14. Nonverbal Learning Disabilities in Children 14
same accord, not unlike having “sea legs” and relearning how to walk straight after many days
off land (Thompson, 1996).
All research and evidential findings show that there is no way we can discount the fact that there
have been cases where maternal stress and the emotional inadequacy of parents or caregivers
play a role in children that have been clinically diagnosed with NLD (Riggs, 2010). Studies have
also shown that mothers that were depressed had “children that had negative representations of
themselves (Toth, Rogosch, Sturge-Apple, & Cicchetti, 2009).” Insecure attachments at this age
are more than likely to cause problems later in life due to lack of positive role models, poor
responses to stress, lack of coping strategies, and lack of behavioral management; these are all
problems many children with NLD face daily (Riggs, 2010). In children with NLD, many
problems can be worked through and alleviated by talking through them. When emotional stress
causes “high levels of anxious arousal, resulting in an escalation of defenses, maladaptive
behaviors, vulnerability to cognitive disorganization and the formation of dissociated
contradictory mental models, and theoretically, the particular manifestation of emotional and
behavioral disturbance will depend to a large extent on the predominant attachment strategy
previously adopted by the individual (Riggs, 2010).” There are several theories of how an
individual comes to attain NLD, and several factors associated with this emotional learning
disorder. Parents of NLD children can benefit both themselves and their child by forming secure
attachments and bonding with their children while in utero, and as they grow.
15. Nonverbal Learning Disabilities in Children 15
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