Nonverbal Learning Disability (NVLD or NLD)

Nonverbal information processing is impaired in varying degrees in NVLD, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. Although the criteria used to define NVLD varies from study to study, deficits in visuospatial ability/intelligence is the most common criterion used, followed by a discrepancy between verbal and nonverbal intelligence (VIQ>PIQ split of 10 or greater); moreover, based upon a review of research literature, there is sufficient evidence that youths with NVLD (as defined by significant deficits in visuospatial abilities) can be clearly differentiated from their typically developing peers, those with other verbal learning disorders, and from other clinical groups (e.g., individuals with high functioning autism). As with any other learning disability, evaluation and interventions require the collaboration of parents, teachers, and school psychologists.