Nonverbal LD (NVLD) The TwiceThe Twice-Exceptional Person ... › uploads › Twice-exceptional Learner_febru… · Nonverbal LD (NVLD) The TwiceThe Twice-Exceptional Person: Gifted/DyslexicPerson:

Nonverbal LD (NVLD)The Twice ExceptionalThe Twice-ExceptionalPerson: Gifted/DyslexicPerson: Gifted/Dyslexic

Feb 18, 2015

Jim Russell Ph D N C C L P CJim Russell Ph.D., N.C.C., L.P.C.

The Cow Personality testThe Cow Personality test

Developed by Dr. Jim Russell

Oceangram Stories Archive, Author unknown, 08/19/2006

• Enough• I wish you enough sun to keep yourI wish you enough sun to keep your

attitude bright. I i h h i t i t th• I wish you enough rain to appreciate the sun more.

• I wish you enough happiness to keep your spirit alivespirit alive.

• I wish you enough pain so that the smallest joys in life appear much bigger.

Oceangram Stories Archive, Author unknown, 08/19/2006

• Enough• I wish you enough gain to satisfy yourI wish you enough gain to satisfy your

wanting.I i h h l t i t ll• I wish you enough loss to appreciate all that you possess.

• I wish enough hellos to get you through the final good-byethe final good-bye.

Learning ObjectivesLearning Objectives• Description of the twice-exceptional

i b i Gift d/D l iperson: i.e., being Gifted/Dyslexic

• Using the DSM-5 to identify Learning Di bilitiDisabilities

• Asynchronous Development

• Nonverbal Learning Disabilitieso e ba ea g sab es

Neurobiology

• Lobes: »Frontal»Frontal »Temporal»Parietal »Occipital»Occipital

• Cortex: Lateral Frontal Cortex (IQ)• Amygdala & Hippocampus (Emotional

Intelligence)Intelligence)

Lateral BrainLateral Brain

Amygdala & HippocampusAmygdala & Hippocampus

Flow chart for LD:Flow chart for LD:

• Input• Input• Integration• Integration• Memory• Memory• OutputOutput

Adapted from Dr Larry Silver’s bookDr. Larry Silver s book,

The Misunderstood Child

Nonverbal LDNonverbal LD

• Common Characteristics of NonverbalCommon Characteristics of Nonverbal Learning Disorders

• by Liza little, PsyD RN, NLD on the Webby a tt e, sy , o t e eb

Source This article first appeared in the Journal of the Society of• Source - This article first appeared in the Journal of the Society of Pediatric Nurses, Vol. 4, No. 3, July September, 1999. It has been posted on NLD on the Web! with express permission of the Journal, and the author.

Nonverbal LDby Liza little, PsyD RN, NLD on the Web

• SAVME: SocialSocial

AcademicVisual-Spatial

MotorMotorEmotional

Nonverbal LDby Liza little, PsyD RN, NLD on the Web

• Social• Lack of ability to comprehend nonverbalLack of ability to comprehend nonverbal

communicationSi ifi t d fi i i i i l j d t• Significant deficiencies in social judgment and social interaction

The meaning behind WordsThe meaning behind Words

• I did not say he stole my pencil.• I did not say he stole my pencilI did not say he stole my pencil.• I did not say he stole my pencil.• I did not say he stole my pencil.• I did not say he stole my pencil• I did not say he stole my pencil.• I did not say he stole my pencil.• I did not say he stole my pencil.

Nonverbal LDb Li littl P D RN NLD th W bby Liza little, PsyD RN, NLD on the Web

• Academic• Problems in math readingProblems in math, reading

comprehension, handwritingP bl ith i ti bl• Problems with organization, problem-solving, higher reasoning

• Strengths include strong verbal and auditory attention and memoryauditory attention and memory


• Visual-Spatial• Lack of image poor visual recallLack of image, poor visual recall• Faulty spatial perception and spatial

l tirelations


• Motor• Lack of coordinationLack of coordination• Severe balance problems• Difficulties with fine motor skills


• Emotional• Frequent tantrums difficulties soothingFrequent tantrums, difficulties soothing,

easily overwhelmedF f l d h i• Fears of new places and changes in routines

• Prone to depression and anxiety as they get olderget older

www.feelingfacescards.com/

Scaffolding InstructionScaffolding Instruction

Gives students a – context,,– motivation, or foundation

f hi h t d t d thfrom which to understand the new information that will be introduced during the coming lesson.

http://k6educators.about.com/od/helpfornewteachers/a/scaffoldingtech.htm

Scaffolding StrategiesA i i i k l d

Scaffolding StrategiesActivating prior knowledge• offering a motivational context to pique student interest or curiosity in the

subject at handj• breaking a complex task into easier, more "doable" steps to facilitate

student achievementh i t d t l f th d i d t b f th• showing students an example of the desired outcome before they

complete the task• modeling the thought process for students through "think aloud" talkg g p g• offering hints or partial solutions to problems• using verbal cues to prompt student answers• teaching students chants or mnemonic devices to ease memorization of

key facts or procedures


Scaffolding works by:Scaffolding works by:

• facilitating student engagement and participation• displaying a historical timeline to offer a context p y g

for learning• using graphic organizers to offer a visualusing graphic organizers to offer a visual

framework for assimilating new information• teaching key vocabulary terms before reading• teaching key vocabulary terms before reading• guiding the students in making predictions for

what they expect will occur in a storywhat they expect will occur in a story, experiment, or other course of action


Scaffolding works by:Sca o d g o s by• asking questions while reading to encourage deeper investigation of

concepts

• suggesting possible strategies for the students to use during independent practiceindependent practice

• modeling an activity for the students before they are asked to complete the same or similar activity

• asking students to contribute their own experiences that relate to the• asking students to contribute their own experiences that relate to the subject at hand


Emotional IntelligenceEmotional Intelligence

• Shame – guilt embarrassment remorse• Shame – guilt, embarrassment, remorse, humiliation, contrition.

• Dr. Russell—Motivation to keep a human on task or involved with an activity or yanother person.

• Dr Russell Feelings related to Learning• Dr. Russell – Feelings related to Learning.

Emotional Intelligence, Daniel Goleman

No Asperger’s Disorderin DSM-5:

Autism Spectrum Disorder, 299.00aka Spectrum issuesaka Spectrum issues

• Social (Pragmatic) Communication Disorder, 315.39so de , 3 5 39

Social (Pragmatic) Communication Disorder, 315.39

• Deficits in using communication for social purposesp p

• Inability to change communication to match contextmatch context

• Difficulties with following rules for conversations and storytelling

• Difficulties with understanding what is not• Difficulties with understanding what is not explicitly stated

Head 1Head 1

The rate at which you learnThe rate at which you learn will become the onlywill become the only

sustainable competitive advantage you’ll have in your

liflife. Peter Senge (The Fifth Discipline)Peter Senge (The Fifth Discipline).

Use of Wechsler Subtests to evaluate for exceptionality:

• Subtests Mean STDSimilarities 10 3• Similarities 10 3

• Comprehension 10 3pUse 120 as Superior IQ—Susan Baum et al.

• Verbal IQ• Performance IQ• Performance IQ• Full IQ

Dr. Jim Russell(WAIS-III WMS-III, 1997,Technical manual P. 81)

Einstein’s IQEinstein s IQ

Hot Tip!Hot Tip!

• IQ tests are not great predictors of later issues with readingg

Hi i & N il (2000) li t W kHiggins & Neilsen (2000) list Weaknesses:

• poor social skills

• high sensitivity to criticismg y

l k f i ti l d t d kill• lack of organizational and study skills

• discrepant verbal and performance abilities

Dr. Jim Russell

Higgins & Neilsen (2000) list Weaknesses:Higgins & Neilsen (2000) list Weaknesses:

• poor performance in one or more academic areas

diffi lt i itt lf i• difficulty in written self expression

• stubborn, opinionated demeanor

• high impulsivityhigh impulsivity

Higgins & Neilsen (2000) list Weaknesses:Higgins & Neilsen (2000) list Weaknesses:

• superior vocabularysuperior vocabulary• advanced ideas and opinions

• high levels of creativity and problem-high levels of creativity and problemsolving ability

• extremely curious, imaginative, &extremely curious, imaginative, & questioning

Dr. Jim Russell

Higgins & Neilsen (2000) list Strengths:Higgins & Neilsen (2000) list Strengths:

• wide range of interests not related to school

t ti i i ht i t l i• penetrating insight into complex issues

• specific talent or consuming interest area

• sophisticated sense of humorsophisticated sense of humor

Linda Kreger Silverman (1989, p.37) describes the characteristic behaviorsdescribes the characteristic behaviors

of this group as:•Perfectionism •SupersensitiveLacks social skills

• Fails to complete assignments• Excessively critical of others

Rebellious against drill and•Lacks social skills•Has unrealistic self-expectation•Socially isolated

• Rebellious against drill and excessive repetition

• Become "an expert" in one area Socially isolated•Hyperactive •Low self esteem

and dominates discussion with their expertise

• Disparaging of the work they are•Distractible•Has psychomotor inefficiency•Chronically inattentive

• Disparaging of the work they are required to do

•Chronically inattentive•Frustrated by demands of the classroom

Dr. Jim Russell

Today’s problems come from yesterday’s “solutions.”yesterday s solutions.

Peter Sengeg

Dr. Jim Russell

The Art of War Sun TzuThe Art of War, Sun Tzu

Know yourself and know others 100% success

Know yourself but do not know others 50% success

Unknown self and do not know others 0% success

Dr. Jim Russell

Neurobiology of LD:Neurobiology of LD:

• Dr. Bennett Shaywitz Co-director of the Center for the Study of Learning and y gAttention at Yale explains:

• “The brain does not have an innate• The brain does not have an innate reading ability-as it does for speech-so it deals with the written word by converting it into the nuts and bolts of a familiar phonetic language.” P.56

• Poor Reading means Poor Prospects• Poor Reading means Poor Prospects

Image by Dr. Guinevere Eden, g y ,Georgetown University

www.youramazingbrain.org

Science Daily, Brain Scans May Help Diagnose Dyslexia,

Aug 13 2013Aug. 13, 2013

www.sciencedaily.com

Arcuate Fasciculus

DefinitionDefinitionArcuate fasciculus: is a bundle of fibers that serves as the neuralfibers that serves as the neural pathway connecting the expressive (i B ' ) d ti (i(i.e., Broca's area) and receptive (i.e., Wernicke's area) language areas to one another and plays a vital role in repetition [3].repetition [3].

htt // i f /d /ht l/ h t dbid/179699 ht lhttp://www.springerreference.com/docs/html/chapterdbid/179699.html

Arcuate FasciculusArcuate Fasciculus

Description continuedIn terms of neurocognitive functioning theIn terms of neurocognitive functioning, the arcuate fasciculus is said to play a vital role in repetition [1] Specifically as auditoryin repetition [1]. Specifically, as auditory information comes into the neural system that is to be repeated it is first processed bythat is to be repeated, it is first processed by the receptive center of the brain (i.e., Wernicke's)Wernicke s).

http://www.springerreference.com/docs/html/chapterdbid/179699.html



Dyslexic BrainsDyslexic Brains

Dr. Todd Richards, University of Washington

Dyslexic cerebral cortex

C ti f Cross-section of dyslexic

b l t cerebral cortex showing the di i ti disorganization of cortical l min tion nd lamination and abnormal vessel a chitect earchitecture

Yale Center for Dyslexia andYale Center for Dyslexia and CreativityCreativity

Trouble learning common h hnursery rhymes, such as

“Jack and Jill”Jack and Jill

Yale Center for Dyslexia and yCreativity

Difficulty learning (andDifficulty learning (and remembering) the names ofremembering) the names of

letters in the alphabet pSeems to be unable to

i l i hi /hrecognize letters in his/her own namename

Yale Center for Dyslexia and C ti itCreativity

Mispronounces familiar words;Mispronounces familiar words; persistent “baby talk” p y

Doesn’t recognize rhyming patterns like cat, bat, rat

A family history of readingA family history of reading and/or spelling difficultiesand/or spelling difficulties

Modified from Overcoming Dyslexia by Sally Shaywitz, M.D.

Speak directly to your child. Speak slowly and clearly pronouncing each sound veryand clearly, pronouncing each sound very carefully; you want him to notice each word or word part you say.

Exaggerate sounds—for example, mmmman—and have him do the samemmmman and have him do the same when he repeats back to you.

M difi d f O iModified from Overcoming Dyslexia by Sally Shaywitz M DDyslexia by Sally Shaywitz, M.D.

Read to your child daily.

Play rhyming games (example: have him pick objects that rhyme with a commonpick objects that rhyme with a common word—selecting a shoe for a word that rhymes with “two ”)rhymes with two. )

LearningLearning...

• Disabilities—require accommodations to level the playing fieldp y g

• Difficulties— may need enrichment in an area of weaknessarea of weakness

• Differences—need to understand strengths and weaknesses

Hot Tip!Hot Tip!

• Dr. Sally Shaywitz, M.D., in Overcoming Dyslexia, On page 149:y , p g

• “I strongly recommend not delaying kindergarten entry; this will only delaykindergarten entry; this will only delay needed help.”

• “Delaying a child’s entry into school does• Delaying a child s entry into school does not help him become a better reader.”

DSM-5Specific Learning Disorder

D i 315 00 With I i t i diDomain: 315.00 With Impairment in reading

Subskills: Word Reading accuracyReading rate or fluencyReading rate or fluencyReading comprehension

315 00 Specific Learning Disorder With315.00 Specific Learning Disorder, With Impairment in reading, Word reading accuracyaccuracy


D i 315 2 With i i t i ittDomain: 315.2 With impairment in written expression

Subskills: Spelling accuracyGrammar and punctuation accuracyGrammar and punctuation accuracyClarity or organization of written

expressionexpression315.2 Specific Learning Disorder, With

impairment in written expression, Spelling accuracy


D i 315 1 With i i t iDomain: 315.1 With impairment in Mathematics

Subskills: Number senseMemorization of math factsMemorization of math factsAccurate or fluent calculationAccurate math reasoning

315.1 Specific Learning Disorder, With p g ,impairment in Mathematics, Number sense

DSM-5 Symptoms of preschool children with

Specific Learning DisordersSpecific Learning DisordersLacking interest in playing games with g p y g g

language sounds i.e., repetition, rhyming

Trouble learning nursery rhymes“ ”Use “Baby talk”

Mispronounce words

DSM-5 Symptoms of preschool children with

S ifi L i Di dSpecific Learning Disorders

Trouble remembering:Names of lettersNumbersNumbersDays of weekT bl l i t t lkTrouble learning to talkDo not know the letters in there own name

DSM-5 Symptoms of ki d t d hild ithkindergarten aged children with

Specific Learning DisordersSpecific Learning DisordersCannot recognize or draw all the letters

Can’t write name

Invented spellingInvented spelling

Can’t brake words into syllablesCOWBOY = COW----BOYCOWBOY COW BOY

DSM-5 Symptoms of kindergarten aged children with

Specific Learning DisordersSpecific Learning Disorders• Trouble recognizing words that rhyme• e.g., cat---bat---hate.g., cat bat hat

• Connecting letters with sounds• b = bah soundb bah sound

DSM-5 Symptoms ofDSM 5 Symptoms of kindergarten aged children with

Specific Learning Disorders• Trouble processing phonemes• Trouble processing phonemes• e.g., dog, man , car

K i hi h f th d b• Knowing which of the words above start with the same sound as “Cat.”

Why are learning problems so complicated?

• Time Magazine• March 26 2001March 26, 2001• Blame it on the Written Word• By Unmesh Kher• English has 1120 different spellings for• English has 1120 different spellings for

~44 phonemes• Italian has 33 different spelling for 25

phonemesp• English is notoriously illogical

Clinical Judgment:Clinical Judgment:

• The clinician/diagnostician needs to be very specific in describing his or her y p gclinical judgment regarding the standardized test scores and percentilestandardized test scores and percentile ranks that support the identification of a learning disability He or she mustlearning disability. He or she must demonstrate that the person experiences a substantial limitation for a major life activity. y

Asynchronous DevelopmentAsynchronous Development

• Chronological age = 12

I t ll t l 16• Intellectual age = 16

Emotional age= 9• Emotional age= 9

NPR Closing the word gap between RichNPR, Closing the word gap between Rich and Poor, Dec.,29, 2013 .

• The “word gap” appears as early as 18 months.

• By age 3, low income children hear 30 million fewer wordsmillion fewer words

• Two-thirds of kindergarteners are behind national literacy benchmarksnational literacy benchmarks

http//www.npr.org/2013/12/29/25/closing…

NPR, Closing the word gap between Rich and Poor, Dec.,29, 2013 .

• Dr. Dana Suskind, University of Chicago, started the 30 million word project.p j

Th t h ld “t i ” t h t th• The parent should “tune in” to what the child is looking at, talk about it and ask questions that can create a sort of “serve and return,” between parent and child.and return, between parent and child.

http//www.npr.org/2013/12/29/25/closing…


• One parent described the program, (30 Million Words in Chicago) this way:(30 Million Words in Chicago), this way:…”that program taught her to talk to her

d ht i Sh hyoung daughter in new ways. She says she never realized bath time--with the colors and shapes of the bubbles and toys to describe--could be a teachable moment.”could be a teachable moment.http//www.npr.org/2013/12/29/25/closing…


• Dr. Russell’s prescription for small humans:

T i• Tune in• Talk morea o e• Engage with the child interactively

StatisticsStatistics

Arthur Schopenhauer (1788-1860)

The Philosopher ArthurThe Philosopher Arthur Schopenhauer :

All truth passes through 3 stages:All truth passes through 3 stages:

• It is ridiculed

• It is violently opposed y pp

It i t d b i lf id t• It is accepted as being self evident

Dr. Jim Russell

The rate at which you learnThe rate at which you learn will become the onlywill become the only

sustainable competitive advantage you’ll have in your

liflife.

Peter Senge (The Fifth Discipline).

Anyway, by Kent M. KeithParadoxical Commandments

• People are illogical, unreasonable, and self-centered– Love them anyway

If you do good people will accuse you of• If you do good, people will accuse you of selfish ulterior motives– Do good anyway

• If you are successful you will win falseIf you are successful, you will win false friends and true enemies

S d– Succeed anyway


• The good you do today will be forgotten tomorrow– Do good anyway

• Honesty and frankness make you vulnerable– Be honest anywayBe honest anyway


The biggest men and woman with the biggest ideas can be shot down by the gg ysmallest men and the smallest mind

Think Big anyway– Think Big anywayPeople Favor underdogs but follow only the top dogs

– Fight for a few underdogs anywayg g y yWhat you spend years building may be destroyed overnightdestroyed overnight

– Build anyway


• People may really need help but may attack you if you do help themy y p

• Help people anywayGi th ld th b t h d• Give the world the best you have and you’ll get kicked in the teeth

• Give the world the best you have anyway

Th k !Thank you!Jim Russell Ph.D., N.C.C., L.P.C.

777 Craig Rd777 Craig Rd, Suite 200

St. Louis, MO 63141Phone: (314) 963-8862Phone: (314) 963-8862

Fax: (314) 918-8943E-mail [email protected]

Bonus materialBonus material

ADD=ADHDADD=ADHD

• 2013 Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) , ( )

ADHD is ADD:DSM-5 names:

– 314.01 Attention-Deficit/Hyperactivity Disorder, Combined Presentation

– 314.00 Attention-Deficit/hyperactivity Disorder, Predominantly Inattentive y

Presentation – 314.01 Attention-Deficit/hyperactivity314.01 Attention Deficit/hyperactivity

Disorder, Predominantly Hyperactive-Impulsive PresentationImpulsive Presentation

ADHD is ADD:ADHD is ADD:DSM-5 names:

– 314.01 Other Specified Attention-D fi it/h ti it Di dDeficit/hyperactivity Disorder

– 314.01 Unspecified Attention-Deficit/hyperactivity Disorderyp y

DSM 5DSM-5

• Several inattentive or hyperactive-impulsive symptoms were present prior to p y p p page 12 years.

• Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, ormore settings (e.g., at home, school, or work; with friends or relatives; in other activities)activities).

Jim Russell Ph DJim Russell Ph.D.• Is this a brain based problem?Is this a brain based problem? • Yes• What part of the brain do we want to help?

Front-Back-Left-Right- MiddleFront Back Left Right Middle• How are we going to get there?• Understanding • Can you make a difference?• Can you make a difference?• Yes Yes Yes

Reticular Activating SystemReticular Activating System

http://www.idealu.com

DefinitionSensory integration disorder or

DefinitionSensory integration disorder or dysfunction (SID) is a neurological di d th t lt f th b i 'disorder that results from the brain's inability to integrate certaininability to integrate certain information received from the body's fi b i tfive basic sensory systems.

•85http://www.healthline.com/galecontent/sensory-integration-disorder?ask_return=Sensory+Integration+Disorder#1

Sensory integration disorderSensory integration disorder“These sensory systems areThese sensory systems are responsible for detecting sights, p g gsounds, smells, tastes,temperature pain and the positiontemperature, pain, and the position and movements of the body.”

http://www.healthline.com/galecontent/sensory-integration-disorder?ask_return=Sensory+Integration+Disorder#1

•86

y g

Sensory integration disorderSensory integration disorder

“The brain then forms a combinedThe brain then forms a combined picture of this information in order for the body to make sense of its surroundings and react to themsurroundings and react to them appropriately.”

htt // h lthli / l t t/ i t ti


Sensory integration disorderSensory integration disorder

“The ongoing relationship between g g pbehavior and brain functioning is called sensory integration (SI) a theory thatsensory integration (SI), a theory that was first pioneered by A. Jean Ayres, p y yPh.D., OTR, in the 1960s.”

htt // h lthli / l t t/ i t ti


The Highly Sensitive Childby Elaine N. Aron, PH.D.

• 15%-20% of the population are Highly Sensitive Children (HSC)( )

• Introversion is not high sensitivity (70% of introverts are highly sensitive HS)introverts are highly sensitive HS)

• Not inherently shy or neurotic • There brains process information more

thoroughly feel stronger emotionsthoroughly, feel stronger emotions• Overwhelmed by “high volume”

•89


• Stronger feelings• Deeper thoughtsDeeper thoughts• Suffer when others suffer• Will melt down when overwhelmed• Want to known the “meaning” of life• Want to known the meaning of life• Afraid of social judgments• Scientists-theologians- historians- lawyers-

doctors-nurses-teachers-artistsdoctors nurses teachers artists•90

Sensory Integration DisorderSensory Integration Disorder

• Wool• Tight clothing

• Lactose intolerance• Sensitive sking g

• Seams in socks• Tags

• Avoid hot or cold weather• Tags

• Colicky infants

weather• Texture of food

Clumsy• Cry a lot as infants • Clumsy

The Highly Sensitive Child,by Elaine N. Aron, PH.D.

• “If you want to have an exceptional child,y p

t b illi t h ti l• you must be willing to have an exceptional child.”

•92

Sensory processing DisordersSensory processing Disorders

• Fears jumping, climbing, and swinging• Trouble learning to ride a bikeTrouble learning to ride a bike• Difficulties with transitioning• Dislikes getting hands dirty• Doesn’t want to walk barefoot on grass or• Doesn t want to walk barefoot on grass or

sand

Sensory processing DisordersSensory processing Disorders

Dislikes having faced washedGetting hair cutGetting hair cutAvoids turtle necks, tube socks, beltsOverreacts to:

noisesnoiseslightssmellstouchtouch

Sensory Integration Disorder

• Wool• Tight clothing

• Lactose intolerance• Sensitive sking g

• Seams in socks• Tags

• Avoid hot or cold weather• Tags

• Colicky infants

weather• Texture of food

Clumsy• Cry a lot as infants • Clumsy

Reticular Activating SystemReticular Activating System

http://www.idealu.com

Amygdala & HippocampusAmygdala & Hippocampus

Joseph LeDouxJoseph LeDoux

• The Emotional Brain• ISBN 0-684-83659-9 (pbk )ISBN 0 684 83659 9 (pbk.)

• High road to sensory cortex

• Low road to the Amygdala

Sensory InformationSensory Information 2 Pathways

• Eyes Eyes• Optic Nerve• Optic Chiasm

Optic NerveOptic Chiasm• Optic Chiasm

• ThalamusOptic ChiasmThalamusA d l• Cortex

• Slower

AmygdalaFaster• Slower

Adapted from Healing Emotions, Edited by Daniel Goleman, Ch.4. The Brain and Emotions by Cliff Saron & Richard J. Davidson, pp-68-88.

FearFear

http://www.cns.nyu.edu/home/ledoux/


• 15%-20% of the population are Highly Sensitive Children (HSC)( )

• Introversion is not high sensitivity (70% of introverts are highly sensitive HS)introverts are highly sensitive HS)

• Not inherently shy or neurotic • There brains process information more

thoroughly feel stronger emotionsthoroughly, feel stronger emotions• Overwhelmed by “high volume”


• Stronger feelings• Deeper thoughtsDeeper thoughts• Suffer when others suffer• Will melt down when overwhelmed• Want to known the “meaning” of life• Want to known the meaning of life• Afraid of social judgments• Scientists-theologians- historians- lawyers-

doctors-nurses-teachers-artistsdoctors nurses teachers artists

The Highly Sensitive Child,by Elaine N. Aron, PH.D.

• “If you want to have an exceptional child,

• you must be willing to have an exceptional hild ”child.”

Documents

Nonverbal LD (NVLD) The TwiceThe Twice-Exceptional Person ... › uploads › Twice-exceptional Learner_febru… · Nonverbal LD (NVLD) The TwiceThe Twice-Exceptional Person: Gifted/DyslexicPerson: