There is a generic field of study known as nonverbal learning disorders. Within that arena, educators and clinical psychologists see many different subtypes, which present overlapping characteristics.Cognitive constructivist learning theory there is general agreement that in order to have a nonverbal learning disorder, there should be a significant discrepancy between verbal and performance subtests on the WISC.Cognitive constructivist learning theory

Children with WS share several key characteristics with children who have been diagnosed as having a nonverbal learning disorder. They both exhibit spatial relationship difficulties resulting, in the classroom, in handwriting problems.Cognitive constructivist learning theory they share difficulty with math, which also has spatial roots, as well as being associated with the abstract reasoning deficit. They do best at reading in general, which is linked to their verbal strengths.Cognitive constructivist learning theory they do better at the lower level reading sub-skills such as word identification and phonics than they do at comprehension, which requires more abstract reasoning and, in general, the ability to go from parts to a whole.Cognitive constructivist learning theory comprehension also requires the reader to be able to understand implicit semantic relationships among words and be able to make inferences.

Cognitive constructivist learning theory

An area of difference appears to be in personalities. WS children, as we well know, are very sociable and outgoing. Children with nonverbal learning disorders tend to be shy and withdrawn, although they too are reported to be very verbal and friendly as very young children.Cognitive constructivist learning theory both, however, have some difficulty making and sustaining friendships. The common factor seems to be that both have difficulty reading nonverbal cues, and therefore are often inappropriate in their social interactions.Cognitive constructivist learning theory

Nonverbal function, in a cognitive sense, involves visual processing and the harder to describe idea of perception. The affected individual does not form visual images easily and does not revisualize well (i.E.Cognitive constructivist learning theory from memory). He or she also perceives the world differently than someone whose perceptual ability is seen to be intact. In a way, perception is the more spatial aspect of cognition, e.G.Cognitive constructivist learning theory going from parts to whole, understanding cause and effect, etc. So a child with a deficit in this area would tend to focus on the details (and even perseverate on them) but fail to grasp the complete picture.Cognitive constructivist learning theory

Direct instruction can be helpful. As the name implies, it involves directly teaching each aspect of a skill. It also engages the student orally, to ensure that they become an active part of the process.Cognitive constructivist learning theory direct instruction programs are very sequential in nature, progressing in a building block way until the target skills are acquired and mastered.Cognitive constructivist learning theory

The most common element of all of the remedial interventions described in the literature on nonverbal learning disorders is the use of verbal mediation and verbal self-direction, both for analyzing information and for organizing to perform a task.Cognitive constructivist learning theory this means the child must be taught, through direct instruction, how to talk himself/herself through various steps, to successful completion of the process or task.Cognitive constructivist learning theory

This concept can be used to improve verbal reasoning, vocabulary development, reading comprehension, and social skills. Because writing involves cognitively difficult processes requiring idea development, organization, and the ability to go from parts to a whole, it lends itself well to a verbal mediation approach.Cognitive constructivist learning theory handwriting can also be taught this way to young children.