Children's Nonverbal Learning Disabilities Scale

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].

Psychometric properties

Reliability

Evaluating scores from the Children's Nonverbal Learning Diasbilites Scale against the EBA rubric for norms and reliability
Criterion	Rating	Explanation with references
Norms	none available
Internal consistency	none available
Inter-rater reliability	none available
Test-retest reliability (stability)	none available
Repeatability	none available

Validity

Evaluation of validity and utility for the Children's Nonverbal Learning Diasbilites Scale
Criterion	Rating	Explanation with references
Content validity	none available
Construct validity (e.g., predictive, concurrent, convergent, and discriminant validity)	none available
Discriminative validity	none available
Validity generalization	none available
Treatment sensitivity	none available
Clinical utility	none available

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].

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.

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External links

GBI form

C-NLDS English

[1] 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)

[:0-2] 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.

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