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Treating NVLD in Children pp 117–145Cite as

Coaching: Addressing the Psychosocial and Executive Functioning Challenges of NVLD in K–12 and the Transition to Adulthood

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Abstract

The educational process that children with nonverbal learning disabilities (NVLD) experience can differ significantly from children without disabilities. Furthermore, many parents discover that the psychological, social (psychosocial), and executive functioning challenges that children with NVLD face can delay attaining typical developmental milestones (Epstein, Saltzman-Benaiah, O’Hare, Goll, & Tuck, 2008). Although individuals with NVLD may possess many strengths, such as a robust vocabulary, strong reading skills, aptitude for technology, specialized interests, atypical or unique associations, sustained attention, attention to detail, or memorization, compared to neurotypical individuals (Bedrossian & Pennamon, 2007; Price & Fisher, 2010; Stothers & Cardy, 2012), it is critical for parents and educators to understand the subtypes of NVLD and their functional impact on related domains (Davis & Broitman, 2011; Franz, 2000). This chapter will explore an emerging type of support available to individuals with NVLD referred to as “coaching.”

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  1. Accessibility Services, California State University, East Bay, 25800 Carlos Bee Blvd, Hayward, CA, 94542-3095, USA

    Catherine M. Brown Ph.D. & Bridget Leary

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  1. Catherine M. Brown Ph.D.
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Correspondence to Catherine M. Brown Ph.D. .

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  1. , Clinic and Training Center, San Francisco Psychotherapy Research Gro, Funston St. 9, San Francisco, 94129, California, USA

    Jessica Broitman

  2. California State University, East Bay, Carlos Bee Blvd. 25800, Hayward, 94542-3095, California, USA

    John M. Davis

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Brown, C.M., Leary, B. (2013). Coaching: Addressing the Psychosocial and Executive Functioning Challenges of NVLD in K–12 and the Transition to Adulthood. In: Broitman, J., Davis, J. (eds) Treating NVLD in Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6179-1_7

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