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{{Infobox diagnostic
{{Orphan|date=September 2018}}
| name = Children's Nonverbal Learning Disabilities Scale (C-NLD)

| image =
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The '''Children's Nonverbal Learning Disabilities Scale (C-NLD)''' is an assessment that screens for the symptoms for [[nonverbal learning disorder|nonverbal learning disabilities]] in children, which can affect a child's [[visual spatial ability|visual spatial organization]], [[motor skill|motor abilities]], and [[social interactions]].<ref name=":1">Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center (2010). Table of all screening tools and rating scales. Retrieved from {{cite web |url=http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |title=Archived copy |accessdate=2015-09-14 |url-status=dead |archiveurl=https://web.archive.org/web/20150927153032/http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |archivedate=2015-09-27 }}</ref> All questions in the assessment are categorized in three headings: motor skills, visual-spatial skills, and interpersonal skills.
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| purpose =screens for the symptoms of nonverbal learning disabilities in children
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| DiseasesDB = <!--{{DiseasesDB2|numeric_id}}-->
| ICD10 = <!--{{ICD10|Group|Major|minor|LinkGroup|LinkMajor}} or {{ICD10PCS|code|char1/char2/char3/char4}}-->
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The '''Children's Nonverbal Learning Disabilities Scale''' ('''C-NLD''') is an assessment that screens for the symptoms for [[nonverbal learning disorder|nonverbal learning disabilities]] in children, which can affect a child's [[visual spatial ability|visual spatial organization]], [[motor skill|motor abilities]], and [[social interactions]].<ref name="Massachusetts General Hospital">Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center (2010). Table of all screening tools and rating scales. Retrieved from {{cite web |url=http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |title=Screening Tools & Rating Scales - the School Psychiatry Program and Mood & Anxiety Disorders Institute Resource Center Massachusetts General Hospital |accessdate=2015-09-14 |url-status=dead |archiveurl=https://web.archive.org/web/20150927153032/http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |archivedate=2015-09-27 }}</ref> All questions in the assessment are categorized in three headings: motor skills, visual-spatial skills, and interpersonal skills.


The C-NLD is a 15 question measure intended to be filled out by the parent or guardian of the child. Each of the 15 questions are answered based on a four-option [[Likert scale]], containing "Never/Rarely", "Sometimes", "Often/Always", and "I don't know" answer choices. The scale contains three sections; the first section is designed to assess motor skills consists of 4 questions, the second section is designed to assess visual-spatial skills consists of 7 questions, and the last section assesses interpersonal skills and consists of 4 questions.<ref name=":0">Rourke, B. P. (1994). Neuropsychological Assessment of Children with Learning Disabilities: Measurement Issues. In G. Reid Lyons (ed.), ''Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues''. Baltimore, MD: Paul H. Brooks. {{isbn|9781557661388}}</ref>
The C-NLD is a 15 question measure intended to be filled out by the parent or guardian of the child. Each of the 15 questions are answered based on a four-option [[Likert scale]], containing "Never/Rarely", "Sometimes", "Often/Always", and "I don't know" answer choices. The scale contains three sections; the first section is designed to assess motor skills consists of 4 questions, the second section is designed to assess visual-spatial skills consists of 7 questions, and the last section assesses interpersonal skills and consists of 4 questions.<ref name="Rourke">Rourke, B. P. (1994). Neuropsychological Assessment of Children with Learning Disabilities: Measurement Issues. In G. Reid Lyons (ed.), ''Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues''. Baltimore, MD: Paul H. Brooks. {{isbn|9781557661388}}</ref>


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{| class="wikitable"
{| class="wikitable"
|+ Evaluating scores from the Children's Nonverbal Learning Diasbilites Scale against the EBA [[v:Evidence based assessment/Reliability#Evaluating norms and reliability|rubric for norms and reliability]]<ref name=":1" />
|+ Evaluating scores from the Children's Nonverbal Learning Diasbilites Scale against the EBA [[v:Evidence based assessment/Reliability#Evaluating norms and reliability|rubric for norms and reliability]]<ref name="Massachusetts General Hospital" />
! Criterion !! Rating !! Explanation with references
! Criterion !! Rating !! Explanation with references
|-
|-
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=== C-NLD Scoring ===
=== C-NLD Scoring ===
Non-verbal learning disorder includes multiple specific symptoms characterized into three specific areas: neuropsychological deficits (deficits with perception, psychomotor coordination, memory, reasoning, and aspects of speech), academic deficits (mathematical reasoning, reading comprehension, and comprehension of written language) and social-emotional/adaptational deficits (social awareness and difficulties in social interactions).<ref name=":0" />
Non-verbal learning disorder includes multiple specific symptoms characterized into three specific areas: neuropsychological deficits (deficits with perception, psychomotor coordination, memory, reasoning, and aspects of speech), academic deficits (mathematical reasoning, reading comprehension, and comprehension of written language) and social-emotional/adaptational deficits (social awareness and difficulties in social interactions).<ref name="Rourke" />


The C-NLD works as a primary screening measure, and referral to a neuropsychologist for further testing is advised if the parent C-NLD report indicates "sometimes" or "often" for over half of the items in each of the three sub-sections.<ref name=":0" />
The C-NLD works as a primary screening measure, and referral to a neuropsychologist for further testing is advised if the parent C-NLD report indicates "sometimes" or "often" for over half of the items in each of the three sub-sections.<ref name="Rourke" />


== See also ==
== See also ==
*
* [[Autism spectrum|Autism spectrum disorder]]
* [[Autism spectrum|Autism spectrum disorder]]
* [[Nonverbal learning disorder|Nonverbal learning]] [[Nonverbal learning disorder|disorder]]
* [[Nonverbal learning disorder]]


==References==
==References==
Line 64: Line 77:
==External links==
==External links==
{{Wikiversity|General Behavior Inventory}}
{{Wikiversity|General Behavior Inventory}}
=== GBI form ===
*[http://www.nldline.com/michael_goldstein.htm C-NLDS English]
*[http://www.nldline.com/michael_goldstein.htm C-NLDS English]


{{Use dmy dates|date=April 2017}}
{{Use dmy dates|date=April 2017}}


[[Category:Screening and assessment tools in child and adolescent psychiatry]]
{{DEFAULTSORT:Inventory, General Behavior}}
[[Category:Clinical psychology tests]]
[[Category:Psychological testing]]
[[Category:Psychological tools]]

Latest revision as of 15:58, 30 May 2024

Children's Nonverbal Learning Disabilities Scale (C-NLD)
Purposescreens for the symptoms of nonverbal learning disabilities in children

The Children's Nonverbal Learning Disabilities Scale (C-NLD) is an assessment that screens for the symptoms for nonverbal learning disabilities in children, which can affect a child's visual spatial organization, motor abilities, and social interactions.[1] All questions in the assessment are categorized in three headings: motor skills, visual-spatial skills, and interpersonal skills.

The C-NLD is a 15 question measure intended to be filled out by the parent or guardian of the child. Each of the 15 questions are answered based on a four-option Likert scale, containing "Never/Rarely", "Sometimes", "Often/Always", and "I don't know" answer choices. The scale contains three sections; the first section is designed to assess motor skills consists of 4 questions, the second section is designed to assess visual-spatial skills consists of 7 questions, and the last section assesses interpersonal skills and consists of 4 questions.[2]

Part of a series on
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Basic psychology
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Psychometric properties

[edit]

Reliability

[edit]
Evaluating scores from the Children's Nonverbal Learning Diasbilites Scale against the EBA rubric for norms and reliability[1]
Criterion Rating Explanation with references
Norms none available psycinfo search "reliability" + "nonverbal learning disabilities scales"
Internal consistency none available psycinfo search "reliability" + "nonverbal learning disabilities scales"
Inter-rater reliability none available psycinfo search "reliability" + "nonverbal learning disabilities scales"
Test-retest reliability (stability) none available psycinfo search "reliability" + "nonverbal learning disabilities scales"
Repeatability none available psycinfo search "reliability" + "nonverbal learning disabilities scales"

Validity

[edit]
Evaluation of validity and utility for the Children's Nonverbal Learning Diasbilites Scale
Criterion Rating Explanation with references
Content validity none available psycinfo search "validity" + "nonverbal learning disabilities scales"
Construct validity (e.g., predictive, concurrent, convergent, and discriminant validity) none available psycinfo search "validity" + "nonverbal learning disabilities scales"
Discriminative validity none available psycinfo search "validity" + "nonverbal learning disabilities scales"
Validity generalization none available psycinfo search "validity" + "nonverbal learning disabilities scales"
Treatment sensitivity none available psycinfo search "validity" + "nonverbal learning disabilities scales"
Clinical utility none available psycinfo search "validity" + "nonverbal learning disabilities scales"

Interpretation

[edit]

C-NLD Scoring

[edit]

Non-verbal learning disorder includes multiple specific symptoms characterized into three specific areas: neuropsychological deficits (deficits with perception, psychomotor coordination, memory, reasoning, and aspects of speech), academic deficits (mathematical reasoning, reading comprehension, and comprehension of written language) and social-emotional/adaptational deficits (social awareness and difficulties in social interactions).[2]

The C-NLD works as a primary screening measure, and referral to a neuropsychologist for further testing is advised if the parent C-NLD report indicates "sometimes" or "often" for over half of the items in each of the three sub-sections.[2]

See also

[edit]

References

[edit]
  1. ^ a b Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center (2010). Table of all screening tools and rating scales. Retrieved from "Screening Tools & Rating Scales - the School Psychiatry Program and Mood & Anxiety Disorders Institute Resource Center Massachusetts General Hospital". Archived from the original on 27 September 2015. Retrieved 14 September 2015.
  2. ^ a b c Rourke, B. P. (1994). Neuropsychological Assessment of Children with Learning Disabilities: Measurement Issues. In G. Reid Lyons (ed.), Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues. Baltimore, MD: Paul H. Brooks. ISBN 9781557661388
[edit]
Wikiversity has learning resources about General Behavior Inventory

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