• About Orion
  • About Orion
  • Mission Statement
  • History
  • Faculty and Staff
  • Program Overview
  • Technology
  • Calendar
  • News and Announcements
• Admission
  • Apply
  • Admission Standards
  • Tuition
• Academics
  • Overview
  • ESLRs
  • Course Handbook
  • Dog Program
  • Orion Garden
• Fundraising
  • Donors
  • Contact
  • Annual Appeal
  • Events
• Resources
  • Asperger's and NLD
  • Orion Summer Program
  • Other Summer Programs
  • Interesting Links
• Events
  • Lecture Series
  • Open House
  • Fundraising Events
• Contact
• Parent Access
• Home

Asperger's Syndrome and Nonverbal Learning Disorder

A Brief Overview

By: Kathryn Stewart, PhD

Orion Academy 2005-2006
Volunteer Training Program with the Oakland Zoo

Asperger’s Syndrome (AS) is a developmental disorder that is a continuous and lifelong condition. It is possible for an individual to learn how to manage the symptoms and become capable of gainful employment and development of relationships. It is diagnosed much more frequently in males than females. Nonverbal Learning Disorder (NLD) is a learning disability that is manifest by difficulties in information processing, social skills and sensory integration, but is also characterized by high IQ and excellent verbal skills (not necessarily communication skills). NLD is said to be equally diagnosed in males and females. The overlap between NLD and AS is significant and many children and teens fall into a category that is somewhere on the spectrum between NLD and AS.

Children with Asperger’s and NLD struggle in reading subtle social cues and have trouble fitting in with their peers. They often have highly developed vocabulary but have difficulty using language to interact. They understand the content of the words but often miss the emotional implications language can have. Language is used to tell others things or speak in a monologue instead. They talk at people, not with them. Another challenge for these children is monitoring their speech prosody (tone, volume and the speed of their delivery). Metaphor, analogy, nuance, sarcasm, and humor are hard for them to comprehend.

It is common for these individuals to have sensitivity to sound, touch, and visual stimuli. They have difficulties with executive functioning (planning, organizing, and integration of thinking). Dysgraphia (inability to produce written words) and problems taking action and following through with problem solving is also common. They have trouble understanding cause and effect and therefore cannot predict consequences.

It is a common mis-belief that individuals with AS are autistic – they are not. AS is a separate disorder and NOT just a form of higher functioning autism (as you will often hear). The deficit in social relationships in AS differ significantly from autism, as does the basis of the language disorder.

Associated Features and Disorders

• Often early diagnosis is Attention-Deficit/Hyperactivity Disorder
  
• Frequent association with Depressive Disorders. It is suspected that Asperger’s is often linked with Anxiety Disorders as well.

In developing a program for NLD and AS teens to work at the Oakland Zoo, the following list may be helpful in understanding some GENERAL issues, common to AS and NLD teens. As with all kids, not ALL of these issues apply to every student from Orion Academy.

Adolescents with Asperger’s Syndrome and/or Nonverbal Learning Disorder often:

• Want very much to be appreciated and respected, just like any “neurotypical” teenager
• Are very concrete thinkers, viewing everything dualistically—black and white, all or nothing, good or bad; keep in mind that everything you say to them will be taken literally
  
• Have difficulty interpreting nonverbal social cues and facial expressions; if you want them to “get the message,” tell them what the message is
  
• Often cannot understand the perspectives of other people unless they are stated
  
• Are not always aware of others’ emotions, even if it seems obvious to you
  
• Might express anxiety by either acting out (becoming upset) or withdrawing
  
• Have trouble regulating their arousal states (can become either overly anxious/hyper or under-stimulated, seem sleepy or distracted)
  
• Have trouble regulating their tone, rhythm, volume of voice (speech prosody)
  
• Have strong rote learning skills and are good at memorizing facts and rules
  
• Have poor gross motor skills- clumsiness is often an issue until the specific motor skills are practiced
  
• Have poor body posture
  
• Process information slowly at times; they might not understand what is said to them as quickly as one might expect
  
• Lack the ability to integrate and organize new information; identifying the main idea of a conversation or the main point of an assignment – make it concrete and clear
  
• Struggle with handwriting, but often (especially Orion students) do very well with a computer
  
• Do not always understand humor, analogy, metaphor, and other abstract ideas
  
• Do not always enjoy being around groups of people, particularly new people
  
• Are awkward in conversations—lack grace when beginning or ending conversation, do not make eye contact
  
• Can be verbose, engaging in monologues at others as opposed to mutual interactions with others.
  
• Do not handle change very well, preferring to stick to strict routines
  
• Can become preoccupied with specific interests or objects to the point of obsession
  
• Sometimes engage in repetitive motor mannerisms such as hand flapping or rocking. (This is
• NOT something to be encouraged and gentle reminders about the behavior are appreciated)
  
• May have sensitivity to light, sound, or touch
  
• All symptoms become more pronounced during times of stress

Kathryn Stewart, PhD, Executive Director, Orion Academy

This document was prepared with the help of Ashley Mullins and John Brown; both are PhD students from the Wright Institute in Berkeley and have interned at Orion.