What is "nonverbal learning disorder"

n. A form of learning disorder, characterised by severe impairment in visual-spatial, motor and social skills. It is very similar to Asperger’s syndrome.

Considered to be neurologically based, nonverbal learning disorder, otherwise known as nonverbal learning disability (NLD or NVLD), is characterized by verbal strengths as well as visual-spatial, motor and social skills difficulties. People with this disorder may not at times comprehend nonverbal cues such as facial expression or tone of voice. Challenges with mathematics and handwriting are common.

While "nonverbal" impairments were recognized since early studies in child neurology, there is on-going debate as to whether/or the extent to which existing conceptions of NLD provide a valid diagnostic framework. As originally presented "disorders of nonverbal learning" was a category encompassing primarily non-linguistic learning problems (Johnson and Myklebust, 1967). "Nonverbal learning disabilities" were first discussed by Myklebust in 1975 as representing a distinct subtype of learning disability with a range of presentations involving "mainly visual cognitive processing," social imperception, a gap between higher verbal ability and lower performance IQ, as well as difficult hand writing. Later neuropsychologist Byron Rourke sought to develop consistent criteria with a theory and model of brain functioning that would establish NLD as a recognized syndrome (1989). Questions remain about how best to frame the perceptual, cognitive and motor issues associated with NLD.

The DSM-5 (Diagnostic and Statistical Manual) and ICD-10 (International Classification of Diseases) do not include NLD as a diagnosis.

Labels for specific associated issues include visual-spatial processing deficit, dyscalculia, dysgraphia, as well as dyspraxia. Assorted diagnoses have been discussed as sharing symptoms with NLD---these conditions include Right hemisphere brain damage and Developmental Right Hemisphere Syndrome, Developmental Coordination Disorder, Social-Emotional Processing Disorder, Asperger's Syndrome, Gerstmann syndrome and others.

In their 1967 book, Johnson and Myklebust describe a wide range of learning impairments and strategies for remediation. In their chapter "Nonverbal Disorders Of Learning" are sections titled "Learning though pictures," "Gesture," "Nonverbal motor learning," "Body Image," "Spatial Orientation," "Right-Left Orientation," "Social Imperception," "Distractibility, Perseveration, and Disinhibition." At the beginning of this chapter the authors characterize how a child with these kinds of disabilities appears in a classroom: "An example is the child who fails to learn the meaning of the actions of others....We categorize this child as having a deficiency in social perception, meaning that he has an inability which precludes acquiring the significance of basic nonverbal aspects of daily living, though his verbal level of intelligence falls within or above the average." (p. 272)