Nonverbal Learning Disorders (NVLD/NLD)
Nonverbal learning disorders (NVLDs or NLDs) are neurological conditions affecting the right hemisphere of the brain. These disorders significantly impact four major areas of functioning: visual/spatial/organizational, social, motor, and academic. Therefore, children with NVLDs present a puzzling and challenging profile to their parents and teachers. They have definite strengths, as well as significant weaknesses. This profile often leads parents and teachers to overestimate the child’s ability, as well as set unrealistic demands. As a result, this can lead to frustration and other emotional problems in the child.
NVLDs are frequently misdiagnosed or not diagnosed until late elementary or middle school years, and persist into adulthood. People who have NLVDs exhibit symptoms such as anxiety, depression, social isolation, and relationship and employment difficulties. Also, it can be present along with other disabilities or conditions. NLVDs/NLDs are clinical diagnoses. Also, there is no standard criteria to define them from the medical or educational fields at the moment. Therefore, it is not a category in special education. However, children may receive special services if they meet state criteria for Specific Learning Disabilities (SLD), Other Health Impaired (OHI), Emotional Behavior Disorders (EBD), or Autism.
What are some common characteristics of NVLDs/NLDs?
Common characteristics of NVLDs/NLDs include the following listed below:
• Performance IQ is significantly lower than Verbal IQ
• Early speech and vocabulary development
• Remarkable rote memory skills
• Unwavering attention to detail
• Early reading skills development
• Spelling skills are excellent
• Strong verbal expression
• Lack of coordination and balance problems
• Difficulties with fine motor skills
• Poor visual recall
• Difficulties with spatial relations
• Struggles with nonverbal communication
• Hard time adjusting to changes and new situations
• Significant difficulties in social judgment and interaction
With NVLDs/NLDs, early identification and intervention is key.
What are some appropriate interventions?
| Preschool Years
• Encourage peer interaction or parallel play • Prepare for changes • Occasionally pair with an adult for cooperative activities • Limit the amount of coloring or cutting • Highlight verbal strengths |
Middle School Years
• Provide assignment notebook and continue to assist with completion • Color-coded folders and notebooks for each subject • Allow extra time to get places and complete work • Provide social skills training and non-threatening peer interaction • Teach memory and comprehension strategies |
| Elementary Years
• Provide assignment notebook and assist with completion • Give explicit and verbal instructions • Prepare for transitions in routine or schedule • Allow extra time to get places and complete work • Provide opportunities for structured group work |
High School Years
• Prepare for quarter or semester transitions • Provide an assignment notebook/planner • Modify writing assignments to a reasonable length • Putting them in social skills groups helps them create healthy relationships • Find different ways of coping with “sensory overload” |
Where can I learn more about NVLDs?
To learn more about nonverbal learning disorders, check out the resources listed below:
LDA of Minnesota’s tutoring and individualized consultations at 952-582-2000
Minnesota Department of Education/Special Education (2002) Introduction to Nonverbal Learning Disorders http://www.asec.net/archives/sld/nvld.pdf
Thompson, S. (1997) The GRAM: Nonverbal Learning Disorders. Learning Disabilities Association of California. http://www.nldline.com/nld_sue.htm
Thompson, S. (1997) The Source for Nonverbal Learning Disorders. Linguisystems, Inc. East Moline, IL. ISBN 0-7606-0163-1
Understood.org: http://www.understood.org and search “NVLD”