Psychoeducational approaches in assessment, diagnosis and characteristics of nonverbal learning disability: A Review Study

Various approaches have been used to assess, diagnose, and characterize nonverbal learning disabilities. Psychological training approaches are one of these cases. The aim of this study was to introduce the nature, characteristics, and research evidence of assessment and diagnosis in relation to nonverbal learning disabilities. The research design was review study. In the same vein, the keywords nonverbal learning disability and psychoeducational approaches were formulated and entered in the advanced section of the Web of Science database. The retrieved results were reviewed and after applying the criteria for inclusion and exclusion of articles in the study, ۱۲ articles were further analyzed to achieve the research goal. According to Rourke (۱۹۸۹, ۱۹۹۵) NLD develops because primary deficits in tactile and visual perception cause secondary difficulties in physical exploration of the environment and in attention to visual or tactile stimuli. In turn, these lead to tertiary deficits in concept formation, problem solving, and hypothesis testing. In the long run, linguistic, academic, and psychosocial/adaptive skills are also impaired as a result. Rourke’s diagnostic criteria have remained fairly stable over time. developing and implementation of educational psychological intervention program is recommended for nonverbal learning disabilities.

کلیدواژه ها:

Nonverbal Learning Disability ، Assessment and Diagnosis ، Review Study