Nonverbal Learning Disability

Abstract

The term nonverbal learning disability describes a profile of cognitive and learning challenges that impact an individual’s ability to process information lying outside the verbal domain. While researchers and practitioners have yet to agree upon formal criteria or diagnostic designations, commonly accepted views of NVLD describe a pervasive pattern of nonverbal deficits that impacts an individual’s ability to process spatial information, perform tasks involving motor or visual-motor coordination, and use abstract nonverbal problem solving. Associated learning challenges also lie within the nonverbal domain, with mathematics representing the area of greatest difficulty. Verbal abilities and basic reading skills are often intact or even advanced, although individuals may struggle aspects of written language (e.g., inferential reading comprehension, handwriting, organization of ideas). Challenges with executive functioning and social pragmatics are also common. This chapter offers a brief review of existing research on NVLD, followed by a discussion of its clinical characteristics, as well as best practices for its assessment and treatment. Clinical case comparisons are used to highlight key facets of diagnostic decision-making, intervention, and support.