Incidence of Nonverbal Learning Disability in a High School Anger Management Class

Dee D. Duncan, Neurodevelopmental Center
Karen Whiting-Monson, Granite High School
Jackie Kotter-Campbell, Granite High School
Jamison D. Fargo, Utah State University
David E. Nilsson, Neurodevelopmental Center

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Originally published by Elsevier. Limited preview available through remote link. This book is available for purchase through Amazon.
Note: Jamison Fargo was affiliated with the University of Utah at time of publication.

Abstract

Nonverbal learning disability (NLD) is a relatively new syndrome that is gaining increased attention in the educational and research literature. Rourke (1989) proposed a neuropsychological model in which NLD was conceptualized as a neurological syndrome believed to result from damage to the white matter connections in hte right hemisphere of the brain that is important for intermodal integration. The resulting developmental and clinical characteristics were later described in a study identifying the assets and deficits found in persons with NLD (Harnadek & Rourke, 1994). Deficits have been noted in motor skills, visual-spatial skills, and social skills with accompanying assets in verbal skills and auditory memory with higher Verbal IQ compared to Performance IQ on tests of cognitive abilities (Rourke, Dietrich, & Young, 1973; Thompson, 1997).