Children's Nonverbal Learning Disabilities Scale: Difference between revisions
Content deleted Content added
Iitsmeshelby (talk | contribs) No edit summary |
→See also: basic info, link to measure, scoring info |
||
| Line 1: | Line 1: | ||
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>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 |deadurl=yes |archiveurl=https://web.archive.org/web/20150927153032/http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |archivedate=2015-09-27 |df= }}</ref> All questions in the assessment are categorized in three headings: motor skills, visual-spatial skills, and interpersonal skills. |
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>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 |deadurl=yes |archiveurl=https://web.archive.org/web/20150927153032/http://www2.massgeneral.org/schoolpsychiatry/screeningtools_table.asp |archivedate=2015-09-27 |df= }}</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.'''</ref>. |
|||
{{Wikiversity|General Behavior Inventory}} |
{{Wikiversity|General Behavior Inventory}} |
||
<!-- linked from redirect [[P-GBI]] --> |
<!-- linked from redirect [[P-GBI]] --> |
||
{{psychology sidebar}} |
{{psychology sidebar}} |
||
== Versions == |
|||
[[File:General Behavior Inventory Table.png|thumb|General Behavior Inventory Version Development]] |
|||
== Psychometric properties == |
== Psychometric properties == |
||
| Line 16: | Line 14: | ||
{| class="wikitable" |
{| class="wikitable" |
||
|+ Evaluating scores from the |
|+ 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]] |
||
! Criterion !! Rating !! Explanation with references |
! Criterion !! Rating !! Explanation with references |
||
|- |
|- |
||
| Line 32: | Line 30: | ||
===Validity=== |
===Validity=== |
||
{| class="wikitable" |
{| class="wikitable" |
||
|+ Evaluation of validity and utility for the |
|+ Evaluation of validity and utility for the Children's Nonverbal Learning Diasbilites Scale |
||
! Criterion !! Rating !! Explanation with references |
! Criterion !! Rating !! Explanation with references |
||
|- |
|- |
||
| Line 49: | Line 47: | ||
== Interpretation == |
== Interpretation == |
||
| ⚫ | |||
| ⚫ | |||
== Limitations == |
|||
Non-verbal learning disorder includes multiple specific symptoms characterized into three specific ares: 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" />. |
|||
{{Unreferenced section|date=September 2017}} |
|||
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" />. |
|||
== Mechanism == |
|||
{{Multiple issues|section=section| |
|||
{{Unreferenced section|date=September 2017}} |
|||
{{Expand section|date=September 2017|small=no}} |
|||
}} |
|||
== |
== See also == |
||
| ⚫ | |||
* [[Autism spectrum|Autism spectrum disorder]] |
|||
==See also== |
|||
* [[Nonverbal learning disorder|Nonverbal learning]] [[Nonverbal learning disorder|disorder]] |
|||
| ⚫ | |||
==References== |
==References== |
||
| Line 73: | Line 67: | ||
==External links== |
==External links== |
||
=== GBI form === |
=== GBI form === |
||
*[http://www.nldline.com/michael_goldstein.htm C-NLDS English] |
|||
*[https://cls.unc.edu/files/2014/06/GBI_self_English_v1a.pdf General Behavior Inventory] |
|||
=== Practice parameters === |
|||
* {{cite journal |last1=Birmaher |first1=Boris |last2=Brent |first2=David |author3=AACAP Work Group on Quality Issues |date=November 2007 |title=Practice Parameter for the Assessment and Treatment of Children and Adolescents With Depressive Disorders |journal=Journal of the American Academy of Child and Adolescent Psychiatry |volume=46 |issue=11 |pages=1503–1526 |doi=10.1097/chi.0b013e318145ae1c |doi-access=free |pmid=18049300 |url=http://www.jaacap.com/article/S0890-8567(09)62053-0/fulltext }} |
|||
* {{cite journal |last1=McClellan |first1=Jon |last2=Kowatch |first2=Robert |last3=Findling |first3=Robert L. |author4=Work Group on Quality Issues |date=January 2007 |title=Practice parameter for the assessment and treatment of children and adolescents with bipolar disorder |journal=Journal of the American Academy of Child and Adolescent Psychiatry |volume=46 |issue=1 |pages=107–25 |doi=10.1097/01.chi.0000242240.69678.c4 |doi-access=free |pmid=17195735 |url=http://www.jaacap.com/article/S0890-8567(09)61968-7/fulltext }} |
|||
=== For youth === |
|||
*[http://effectivechildtherapy.org/content/bipolar-disorder EffectiveChildTherapy.Org page on bipolar disorder symptoms] |
|||
=== For adults === |
|||
*[http://www.div12.org/psychological-treatments/disorders/bipolar-disorder/ Bipolar disorder symptoms and treatment] |
|||
{{Use dmy dates|date=April 2017}} |
{{Use dmy dates|date=April 2017}} |
||
Revision as of 15:54, 28 January 2018
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].
Wikiversity has learning resources about General Behavior Inventory
| Part of a series on |
| Psychology |
|---|
 |
Psychometric properties
Reliability
| Criterion | Rating | Explanation with references |
|---|---|---|
| Norms | insert | ref |
| Internal consistency | insert | ref |
| Inter-rater reliability | insert | ref |
| Test-retest reliability (stability) | insert | red |
| Repeatability | insert | ref |
Validity
| Criterion | Rating | Explanation with references |
|---|---|---|
| Content validity | insert | ref |
| Construct validity (e.g., predictive, concurrent, convergent, and discriminant validity) | insert | ref |
| Discriminative validity | insert | ref |
| Validity generalization | insert | ref |
| Treatment sensitivity | insert | ref |
| Clinical utility | insert | ref |
Interpretation
C-NLD Scoring
Non-verbal learning disorder includes multiple specific symptoms characterized into three specific ares: 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
References
- ^ Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center (2010). Table of all screening tools and rating scales. Retrieved from "Archived copy". Archived from the original on 27 September 2015. Retrieved 14 September 2015.
{{cite web}}: Unknown parameter|deadurl=ignored (|url-status=suggested) (help)CS1 maint: archived copy as title (link) - ^ 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.
Cite error: A list-defined reference named "YoungstromEtAl2005" is not used in the content (see the help page).
External links
GBI form