Nonverbal Learning Disabilities

By: Sydney Nelson, LMSW, M.A., TLLP & Janelle Schenk, LMSW

Introduction

Approximately 3-4% of children and adolescents are estimated to have a Nonverbal Learning Disability (NVLD; Margolis et al., 2020). What is a NVLD? A NVLD is a type of learning disability that emphasizes strengths in verbal abilities and difficulties in nonverbal abilities. This article provides additional information about NVLD, specific strengths and challenges associated with NVLD, and practical intervention strategies that can be used to support children and adolescents with a NVLD.

What are Nonverbal Learning Disabilities (NVLD)?

Nonverbal Learning Disabilities (NVLD) are commonly characterized by strengths in verbal intelligence skills and challenges in visual-spatial skills (Fisher et al., 2021). Verbal intelligence is the ability to use language to reason, problem-solve, and analyze information. For example, when a child uses words to communicate their ideas or remembers facts they have read or heard from others they are using verbal intelligence skills. Visual-spatial skills include the ability to mentally manipulate and analyze visual information. For example, when a child turns pieces to fit shapes into a puzzle, shoots a basketball into a hoop, or creates an art project by manipulating different materials together, they are using visual-spatial skills. Children with NVLD often have more difficulty with these visual-spatial skills compared to the verbal skills.

NVLD & Comorbid Disorders

Although NVLD is not currently included in the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5), many clinicians agree that a diagnostic label would be helpful (Fine et al., 2013). Having clear diagnostic criteria for NVLD would help guide identification of individuals with a NVLD, as well as the appropriate course of treatment and support needed. NVLD symptoms can often overlap with other commonly diagnosed disorders, such as language disorders, attention-deficit hyperactivity disorder (ADHD), autism, and learning disabilities. What is the difference? NVLD are characterized by difficulties with cognitive abilities, such as visual-spatial abilities, which can often manifest challenges that resemble attentional or learning difficulties (Poletti, 2017). NVLD can also coincide with other mental health disorders, like ADHD and autism, due to difficulties with social language (Mammarella et al., 2022).

NVLD Strengths and Challenges

Individuals with a NVLD experience unique strengths that can positively impact their academic and social interactions, particularly their verbal abilities. However, visual-spatial difficulties or other common challenges associated with NVLD such as with attention, organizational and executive functioning skills (Fisher et al., 2021), may negatively influence their academic and social functioning. The following are some strengths and challenges children and adolescents with a NVLD may experience:

Academics.

Individuals with NVLD have strengths related to their verbal skills, which can positively impact their academic performance and social interactions. Academically, children with a NVLD tend to do best with verbal tasks, such as reading and writing. However, children with a NVLD can experience challenges remaining focused, managing materials, planning ahead, and remembering visual information they have learned. In school, navigating maps and charts, as well as learning math and geometry may be particularly difficult. Higher-order comprehension, such as critical thinking and problem solving, can also be challenging.

Socialization.

Because of their strong verbal abilities, children with a NVLD may be able to engage in higher-level conversations with peers and adults. However, social relationships with peers can be impacted as children with a NVLD may have difficulties understanding social cues, practicing spatial awareness with others, and knowing appropriate ways to navigate social interactions. Challenges understanding nonverbal communication, like understanding a peer’s facial expressions during a conversation, can also impact friendships. Poor physical coordination, such as challenges playing sports, may also adversely impact peer friendships.

Helpful Interventions

The best interventions to support children and adolescents with a NVLD academically and socially include providing direct instruction and teaching strategies to address their specific needs. Using clear, concise language when giving feedback and instructions can be helpful when teaching new skills. The NVLD Project, a team who provides advocacy, awareness, and support for NVLD, shares multiple strategies that can be used to support academic progress and social skill development for individuals with a NVLD.

Academics. Seeking out additional academic instruction and support for challenging subjects, like math or writing, is one helpful tip to support academic growth. Schools may also provide academic accommodations, such as limiting visual distractions or allowing graphic organizers to manage materials. Related to executive functioning skills, providing students with verbal check-ins or teaching self-monitoring skills to remain on task can be helpful in the school setting. If concerns arise about your child’s ongoing academic progress, talking to a school professional, seeking a 504 plan, or requesting a special education evaluation may be important next steps to receiving additional academic support.

Socialization. Teaching social skills, such as how to interpret emotions and engage appropriately with peers is one way to support children with a NVLD. For example, role playing social scenarios and providing feedback is one practical way to teach and practice new skills. Finding opportunities for children to participate in social groups and engage with same-age peers is helpful to practice the social skills they are learning.

Summary

More and more is being learned about NVLD (Fisher et al., 2021). As parents and clinicians, it is important to focus on the verbal strengths of individuals with NVLD, while also considering what supports would be most appropriate in the home and school settings. The following are websites with additional information with helpful resources related to NVLD.

References

Fine, J. G., Semrud-Clikeman, M., Bledsoe, J. C., & Musielak, K. A. (2013). A critical review of

the literature on NLD as a developmental disorder. Child Neuropsychology, 19(2), 190-223.

Fisher, P. W., Reyes-Portillo, J. A., Riddle, M. A., & Litwin, H. D. (2021). Systematic review:

Nonverbal learning disability. Journal of the American Academy of Child & Adolescent Psychiatry.

Mammarella, I. C., Cardillo, R., & Semrud-Clikeman, M. (2022). Do comorbid symptoms

discriminate between autism spectrum disorder, ADHD and nonverbal learning disability?. Research in Developmental Disabilities, 126, 104242.

Margolis, A. E., Broitman, J., Davis, J. M., Alexander, L., Hamilton, A., Liao, Z., … & Milham,

P. (2020). Estimated prevalence of nonverbal learning disability among North American children and adolescents. JAMA Network Open, 3(4), e202551-e202551.

Poletti, M. (2017). Definition of a visuospatial dimension as a step forward in the diagnostic

puzzle of nonverbal learning disability. Applied Neuropsychology: Child, 6(2), 106-109.

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