Nonverbal Learning Disabilities: A Primer

When most people think about learning disabilities (LD), and particularly as they present themselves during the early elementary and middle school grades, attention is focused on language-related problems such as reading, writing and spelling. This is consistent with the definition of specific learning disabilities that is found in federal law and with the consensus papers written by the National Joint Committee on Learning Disabilities.

We all agree that learning disabilities are not a single thing but rather a group of disorders that can affect a person's ability to receive, process, store and respond to information. We also agree that these seemingly unexplained difficulties occur in persons of at least average intelligence and that these difficulties cannot be explained by health, cultural, environmental or economic factors. And let's not forget that many individuals with LD experience significant struggle with non-academic learning and behavior, an often overlooked feature of LD that was mentioned by Dr. Samuel Kirk more than three decades ago when he spoke about children with LD who had trouble with "skills needed for social interaction."

So what exactly do we mean by the term nonverbal learning disabilities (NVLD)? There is no simple answer

 

Verbal vs. Non-verbal LD 

At the risk of oversimplification, let's group learning disabilities into two distinct types:

 

• language-based LD: This is characterized by poor speech and/or language skills, difficulties with vocabulary and speed/accuracy of performance on language-related tasks, and overall problems with reading and writing.

• non-verbal LD: This points to great difficulties with problem solving that do not involve written or spoken language. It also points to struggles staying organized in terms of time and space, while having (at least on the surface) good language skills.

And let's add in a few typical (or frequently reported) characteristics to the non-verbal LD list

• a tendency to talk (often excessively), using age-appropriate and even advanced sentence structures,
• an uncanny ability to read and spell single words (with performance deteriorating on extended narratives), and
• a predisposition to memorize and repeat large amounts of verbal information, but a pronounced weakness in knowing how and when to share this knowledge in socially appropriate ways.

Thinking about the clusters of strengths and weaknesses that typify non-verbal learning disabilities, it is apparent how individuals with NVLD pose unique challenges to parents and educators. Adding to the challenge is the fact that the features of NVLD, more than in other subtypes of LD or categories of disability, change (for the worse!) as a child gets older. For example, a first grader with NVLD may demonstrate very strong verbal skills ('a little professor') and be expected to know how to apply these skills to promote school success. Over time, given weaknesses in such areas as organization, abstract thinking and social cueing, in conjunction with apparent early strengths in isolated skill areas, this same student might quickly fall behind and be perceived as not trying hard enough.

 

A Diagnostic Dilemma

Just like there is no single profile of learning disabilities in general, there is also no single profile for individuals whose challenges fall into these verbal and non-verbal domains. Not only does the menu of challenges experienced by those with LD frequently overlap between these categories, but it can also include features of other disability categories such a Expressive and Receptive Language Disorders, Asperger's Syndrome, Pervasive Developmental Disorder (PDD), and Attention-Deficit/Hyperactivity Disorder (ADHD). This is especially true for NVLD, with some researchers and clinicians even hypothesizing that NVLD is a mild form of Asperger's Syndrome.

At this time there is no real consensus about the prevalence of NVLD or even about a definition for this subtype of LD. What we do know is that non-verbal learning disabilities can be hard to recognize and pinpoint, and as a result, the challenges faced by some individuals with this disorder are going to be attributed to other disorders or educational classifications such as autism and emotional disturbance. Clinicians who work with NVLD often report that these individuals are at increased risk for developing emotional and social adjustment problems and that NVLD is often associated with having fewer friends, being overly dependent upon parents, and being prone to problems such as obsessive-compulsive disorder or depression.

Special Challenges in the Social-Emotional Domain

 

Perhaps the most debilitating feature of non-verbal learning disabilities falls within the areas of social and interpersonal skills. For example:

• having heard a joke being told by a radio talk-show host, John proceeded to retell it to everyone in the room — one person at a time! — not realizing that some people were listening over their shoulders (so they heard it already) and that others (by not making eye contact or by positioning themselves away from the conversation) were just not interested.
• after breaking a glass, Beth was confused by her brother's commenting "good job" (not understanding the sarcasm in his voice or realizing that his animated facial expression conveyed the real meaning of his words).

These sorts of social challenges are the hallmarks of NVLD. Without meaning to be difficult or intrusive, individuals with NVLD can often be:

 

• physically awkward (e.g., don't quite know what to do their hands during casual conversation; prone to show anxiety-induced and potentially embarrassing behaviors in public),
• socially intrusive (e.g., stand too close to someone or follow someone around during casual conversation; not sure when or how to "break in," join a conversation, or engage in the "give and take" of interpersonal communication), and
• socially isolated (e.g., unsure or unaware of their option to join a group or initiate social interaction).
• Additionally, a common feature of NVLD is seemingly incessant talking! These individuals often narrate their thoughts aloud, sometimes sharing too much detail (of a personal nature) without realizing they've done so, or repeat details and have trouble getting to the point or sharing the "big picture" during conversation.

 

Learn More About Non-verbal Learning Disabilities

Here are a number of helpful sources of information about NVLD. As always your comments and feedback are welcome, and we encourage you to share recommendations for additional resources on this somewhat elusive disorder by writing to Esta dirección electrónica esta protegida contra spambots. Es necesario activar Javascript para visualizarla .

 

• Nonverbal Learning Disabilities (PDF)
  A comprehensive overview NVLD, published in the May/June 2000 NYU Child Study Center Letter, that addresses issues of differential diagnosis and strategies for parents and teachers.

• The Source for Nonverbal Learning Disorders
  A helpful text by Sue Thompson, published by LinguiSystems (1997).

• What are Nonverbal Learning Disabilities?
  A brief and east-to-read fact sheet on NVLD, with specific references to young children, academic issues and social-emotional issues.

• LD Online
  A major website in the LD community that offers articles, Q&A, and recommended links about NVLD.

• University of Michigan Health Systems
  Visit this sight for easy-to-read information on NVLD for parents, educators and health professionals.

• Nonverbal Learning Disability: What the SLP Needs to Know
  Read this feature in the ASHA Leader Online to learn about the dimensions of language and implications for treatment of NVLD.

• Nonverbal Learning Disabilities
  Find answer to some of the most common questions parents ask about nonverbal learning disabilities.

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Sheldon H. Horowitz, Ed.D. is the Director of LD Resources & Essential Information at the National Center for Learning Disabilities.