Children's Nonverbal Learning Disabilities Scale: Difference between revisions
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| name = Children's Nonverbal Learning Disabilities Scale (C-NLD) |
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The '''Children's Nonverbal Learning Disabilities Scale (C-NLD |
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. |
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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=" |
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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|+ 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=" |
|+ 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" /> |
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! Criterion !! Rating !! Explanation with references |
! Criterion !! Rating !! Explanation with references |
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=== C-NLD Scoring === |
=== C-NLD Scoring === |
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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=" |
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" /> |
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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=" |
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" /> |
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== See also == |
== See also == |
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[[Category:Screening and assessment tools in child and adolescent psychiatry]] |
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[[Category:Clinical psychology tests]] |
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Latest revision as of 15:58, 30 May 2024
| Children's Nonverbal Learning Disabilities Scale (C-NLD) | |
|---|---|
| Purpose | screens 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 |
| Psychology |
|---|
 |
Psychometric properties
[edit]Reliability
[edit]| 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]| 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]- ^ 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.
- ^ 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
External links
[edit]
Wikiversity has learning resources about General Behavior Inventory