Nonverbal learning disabilities and arithmetic problems: the effectiveness of an explicit verbal instruction model

Abstract

In recent years, there has been a growing interest in nonverbal learning disabilities (NLD). Based on the description of this syndrome, the literature offers some guidelines for the intervention of children with NLD. However, studies on the effectiveness of these guidelines are rare. This study examined the influence of explicit verbal instruction on the arithmetic skills of five children with NLD in a pedagogical center in the Netherlands. The children were given direct verbal instruction twice a week for 10 weeks. The aim of this instruction was to teach them to multiply and divide. Additionally, the consequences of the direct verbal instruction on their strategy use and verbal problem-solving skills were investigated. The influence of the given instruction on the task orientation of the children was also assessed using a behavior observation scale. The results showed both, that is, the children took advantage of the direct verbal instruction and demonstrated quantitative and qualitative progress.

Citation

Van Luit, J.E.H. (2009), "Nonverbal learning disabilities and arithmetic problems: the effectiveness of an explicit verbal instruction model", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Policy and Practice (Advances in Learning and Behavioral Disabilities, Vol. 22), Emerald Group Publishing Limited, Leeds, pp. 265-289. https://doi.org/10.1108/S0735-004X(2009)0000022011