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By keeping a consistent homelife and explaining reasoning to children with NVLDs, a parent can help a child understand the world around them. Overall, the support they receive from their parents is crucial. Sometimes, parents cannot control their child’s environment and who they meet. By knowing they have an advocate in their parent who supports them and gives them the tools to be successful, they can then learn to cope with the world beyond home. A parent can match the needs of their child better than any other person. Allowing a safe space to make mistakes and learn is crucial to a child with any learning disability’s success one day. Encourage, inspire, and facilitate a child with a NVLD to best advocate for them.

Sources: https://www.smartkidswithld.org/getting-help/nld/strategies-for-parenting-a-child-with-nld/

https://www.understood.org/en/articles/6-things-i-wish-people-knew-about-parenting-a-child-with-a-nonverbal-learning-disability

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1. establish a homework routine
2. Provide extra help with organization
3. monitor progress

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If I was working with a family in their home setting, I think there is a couple of things that could be implemented that they probably haven't thought of. I found an article that talks about 5 things that can be done in the home to help a child. First, I would show the family that the negative effects of punishment on people with disabilities are a lot different than someone who does not have one. Children with this disability are not aware that they are doing the wrong thing most times. Being aware of when they know what they are doing is wrong can help with punishment and negative reinforcement. Blaming the child is unacceptable in the home setting. Something that the article I read talked about was how children with this disability don’t understand personal space. The easiest way to show that personal space is a thing is with a hula hoop. Showing your child that you can’t walk in someone's hula hoop. Using the reinforcement of the hula hoop and not allowing the child to walk in the hula hoop around you when you say you don’t want them to. I think this can help them start to understand people's personal space bubble. You can also incorporate certain after-school activities into the child’s life to help them with social cues. Signing them up for an activity where personal space isn't really a problem and they can meet friends would be great for them.

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Nonverbal Learning Disabilities (NLD) are not just learning disabilities; the motor, sensory, and social issues associated with NLD affect life on every level.

Children with NLD have difficulty combining information coming at them from different channels-visual, auditory, sensory-into a "big picture" that they can understand and use. For them, life is an endless series of curve balls-and for their parents that means a unique set of child-rearing challenges.

Dealing with Inflexibility

The most frequent issues parents face from children with NLD are inflexibility and poor adaptability, both of which result from processing limitations. These children can be stubborn, disobedient, and argumentative. Confronting these behaviors head-on can make a situation worse: modeling inflexibility is not the best way to teach children to be flexible.

Children with NLD like structure and often have trouble transitioning. In addition, they can seem selfish, insisting on what they expect. For example, Adam complained when he couldn't go for ice cream as planned; his sister needed to go to the doctor. His reaction didn't indicate a lack of caring; it was his way of coping with another curve ball (change in plans).
Parenting Strategies:

Communicating understanding is critical. Approach inflexibility with empathy ("I know you want X"), while also clarifying what is necessary ("We also need to do Y").

Preview transitions.

Agree upon rules for repeated problem situations.

Reinforce success.

Preventing Meltdowns

Children with NLD can be easily overwhelmed when routines vary, even in positive situations such as birthday parties or vacations. Knowing your child's limits from past experience, being aware of extenuating factors (exhaustion, hunger), and recognizing the early signs of frustration are important. These techniques are aimed at preventing a blowup; once it's happened, it's too late.
Parenting Strategies:

Preview the situation

Intervene with redirection or a break for self-calming at the first sign of frustration.

Plan a quick way out if it escalates.

Coping with Social Challenges

Children with NLD miss nonverbal signals that make up 70-90% of emotional communication. They don't realize when their behavior is annoying, are not clear on what others intend, and lack "big picture thinking" to understand social situations. They can misinterpret the behavior of others, be unaware of the impact of their own behavior, be inappropriate, or overreact.

As a result of social misunderstandings, children with NLD are particularly vulnerable to bullying and having their actions misunderstood. Even family members can be offended by such behavior.
Parenting Strategies:

If bullying is taking place, take action to stop it.

Parents must be vigilant about pursuing their child's rights and explaining NLD processing to those who interact with their child regularly.

Help family members understand the situation-and if they won't, realize that their advice is going to be off base.

Blaming or punishing a child for what he doesn't understand is not helpful. Better to preview situations, talk through strategies, and help process what happened.

Other Challenges

Children with NLD can be surprisingly concrete in their thinking-missing jokes, inferences, figures of speech, and subtleties such as tone of voice and exaggeration. Because these children are so verbal, their misunderstanding may come across as "attitude." It's not; they don't "get" what they have missed.
Parenting Strategy:

Be direct, and understand the frustration when they misunderstand or are misunderstood.

Children with NLD tend to have poor spatial awareness, making it hard to gauge where other people are and "personal space." They can be in your face or intrusive. The lack of spatial awareness also makes it difficult to play sports where getting to the ball and doing something with it are key (soccer, football, tennis, etc.).
Parenting Strategies:

Use a hula hoop or the idea of a circle to explain how people respond when someone's too close.

Encourage activities such as swimming or martial arts where visualizing space isn't an issue.

Most children with NLD are lovely, sweet kids. Their challenges get in their way, making life hard for their parents. But it's even harder for the children themselves. They want nothing more than to feel accepted and to please, and instead they are often misunderstood and criticized.
The author is an evaluator, consultant, and therapist who specializes in working with children with NLD and autism-spectrum disorders.
Related Smart Kids Topics

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Strategies for Parenting a Child with NLD

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Nonverbal Learning Disabilities (NLD) are not just learning disabilities; the motor, sensory, and social issues associated with NLD affect life on every level. Children with NLD have difficulty combining information coming at them from different channels-visual, auditory, sensory-into a "big picture" that they can understand and use.

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Being independent can be hard for someone with nonverbal learning disorder because they have trouble with sense of direction, communication, and organization. I found that a lot of people express concerns of their child being able to get around with nonverbal learning disability. They have trouble with spacial awareness which makes getting around hard. In the article I found, her daughter moved into an apartment and had a lot of trouble getting around. Her daughter was able to figure out the subway system because her aprtment is right next to public transportation. This would be important for these children to go into adulthood and not get lost. They can’t communicate nonverbally so filling out job applications and writing emails would be hard. Something that they could do to help with this could be calling to communicate. This would have to be something that if they choose to do it nonverbally, they might want to get help from family. They have organization skills as well. Organization would be complicated when it comes to budgeting. Making plans and being aware of these plans would make adulthood complicated for them. I found that they just must keep their budget in kind and be aware fo how much money they have. They could keep sticky note reminders of any plans or events because that’s personally what I do.

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My daughter, who has nonverbal learning disability and is now in her 20's, is living on her own and is in school working on her master's degree. I am doing everything in my power to teach her life skills so when I am not here one day, she can function on her own to the best of her ability.

How to start? Where to look? What kind of place should she live? Since she is a young adult, I wanted to involve her in the process. The easy part was her openness to my helping her find an apartment. The challenging part was, and still is, performing the tasks of daily living that are easy for many, but difficult for her. She is afraid of fire and cooking can be scary for her. Most recently, a paper towel caught on fire when she was cooking because the rack was too close to the stove. If she did not have spatial issues, she would have most likely been attuned to this detail and made an adjustment to where the paper towel holder was placed. She did not understand the spatial relationship, and consequently had to deal with extinguishing the fire.

Another aspect of looking for an apartment was the importance of finding a place near public transportation. This would allow my daughter to navigate on her own. She has no sense of direction, which is common with NVLD. However, she has successfully learned the subway system where she lives. This has not only made her feel good about herself, but also gives her a sense of independence. It can be helpful for people with NVLD to live in a city because they often cannot drive. This is true for my daughter.

Other challenges include managing her budget. Unlike others with NVLD, math is not a challenge for her. However, budgeting her money is not the easiest thing for her to do. This is a constant and she has to pay close attention to the money she has. She has managed to stay within her limits because she has to, but she does not always plan optimally.

Planning in general is challenging for her, as it can be for this population. This has been highlighted by the complexity of working, going to school, cleaning, doing errands and getting school work done on time. She is constantly working to juggle all of these tasks successfully. I know others who don't have NVLD can struggle with these issues as well, but for her, I believe it is more difficult. The way I try to help address these issues is to have her break them up into their component parts and prioritize. I also hired a graduate student to assist her so she can work with someone outside of the family who is close to her own age. Together, they work on organizing, time management and other tasks of daily living including cooking and grocery shopping.

All in all the road to independent living is a process, a process I am happy to say my daughter is actively engaged in achieving. Support, motivation and recognition of her differences are allowing her to achieve her goal. She is not there yet but is on her way. This is a road less traveled and where it will end up is unknown. But for now, she is happily in a good place.

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Living Independently With Non-Verbal Learning Disability

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NVLD presents many challenges that can make living on your own difficult.

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Advocacy for those with NVLDs can look different depending on the individual. At times, simply having an advocate that speaks up for an individual and vouches for them to have the same opportunities that everyone should have is enough. Including those who have difficult reading social cues in conversations and electing them to be a part of the conversation is a great way to advocate for those with NVLDs. Other options include extra time on exams, giving individuals the space to complete tasks at their own pace, and advocate for individuals to have whatever accommodations they feel necessary within IEP meetings.

Sources: https://nvld.org/importance-having-advocate/

https://sites.ed.gov/osers/2020/10/sharing-my-story-to-inspire-advocacy-in-others/

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Parents can support individuals with nonverbal learning disabilities by educating themselves about NVLD and seeking early intervention through evaluations and assessments. They should establish structured routines and collaborate with educators for appropriate accommodations in school.
Enrolling children in social skills training programs, therapy, and counseling can address specific deficit areas. Positive reinforcement and celebrating strengths are essential for building self-esteem.
Parents can teach emotional regulation techniques and seek support from groups and professionals. In home and community settings, they can create opportunities to focus on deficit skills, such as fine motor skills or social interactions, through activities and outings.

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School- Children can struggle socially, they might have a hard time communicating to teachers then that would reflect on their learning. They can also struggle to make friends due to the lack of communication towards others. They can also struggle with reading comprehension and more advanced math problems that require spatial visualization or pattern recognition. Kids with nonverbal learning disorder can also struggle with organizing their thoughts, planning, executive functions, and problem solving which can negatively impact their school experience.

Home- These kids might have a hard time communicating with their parents. They will struggle with communicating their feelings, which can often cause breakdowns. They can struggle with independence. They often have a hard time learning simple things like, for example, learning how to ride a bike.

Post-Secondary Setting- They might struggle getting a job because jobs may need to accommodate their needs, or they simply can’t handle being in a job setting. They might struggle to do the simple things, for example, organizing files. They might also struggle with their social skills making it difficult to communicate with co workers

Problem solving- You can have weekly goals and start doing simple problems for them to solve and as you go on you can advance a little bit if they are understanding

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As these people get into the adult world, they will struggle with any direction given in nonverbal terms, as they did through childhood and adolescence. This can really have an impact on getting a job, keeping the job, making friends, and life in a higher education setting. I think this disorder could impact getting a job for them because they don’t have the same social cues as other people. They can say inappropriate things without knowing what they're doing. I think to an employer this could look bad, especially without knowing the disability. Keeping a job could be hard for them because they must depend on verbal communication. They cannot write emails as easily or read paperwork either. I think here they can depend mostly on verbal communication because that is what a job usually consists of. They can also use phone calls instead of emails. I think again with social cues it would be hard for them make friends. If they don’t know right from wrong when it comes to social interactions. This might be easier for them if people are aware of their disability and know how to communicate with them. Higher education could also be an issue because getting help from a professor can use a lot of nonverbal communication. The way I talk to my professors is through email. I think they could prevent this by talking to a professor after class and going to their office hours. Colleges also provide help for people with a disability. They can tell their college about their disability to get the accommodation they might have got in the classroom.  https://www.additudemag.com/nonverbal-learning-disorder-symptoms-in-adults-breakdown/#:~:text=Nonverbal%20learning%20disorder%20is%20a,%2C%20innuendos%2C%20and%20abstract%20concepts.

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Nonverbal learning disorder (NVLD), also known as nonverbal learning disability, is a neurological condition which typically emerges during childhood but can persist through adulthood. It is marked by one or more of a set of cognitive, and sometimes social, difficulties experienced by children of otherwise average or superior intelligence, such as visual-spatial struggles and motor-skill deficits. Some people diagnosed with NVLD also have trouble comprehending nonverbal information such as body language and facial expressions.

NVLD is not widely known or understood, and affects different people in different ways, and so experts believe it may be significantly underdiagnosed, potentially leading to years of struggles for individuals who do not realize they could seek treatment.

In general, NVLD involves problems managing visual-spatial information, such as difficulty drawing, writing, or telling time using analog clocks. Tasks that require motor coordination, such as tying one's shoes, may also be impaired. NVLD may also include problems with executive function and higher-order information processing, math, and social skills. It is important to note that only one or two skill sets may be compromised in NVLD, and not all. If a child's intellectual abilities are strong in all but one or more of these areas, testing for NVLD may be warranted.

The signs and symptoms of a nonverbal learning disorder are difficult to pinpoint, as many deficits potentially fall under this umbrella term, and most children will not exhibit all of them; in other words, it can look very different in one child than it does in another. The condition is not defined in the Diagnostic and Statistical Manual of Mental Disorders, Volume 5 (DSM-V), although some advocates believe it should be. Typically, though, in spite of a large vocabulary and strong language, memory, and verbal skills, a child with NVLD will have difficulty with reading comprehension and more advanced math problems that require spatial visualization or pattern recognition . They may have a poor sense of direction and struggle to manage money. Deficits in fine and gross motor skills can lead to trouble with handwriting, using scissors and other tools, riding a bicycle, or participating in sports; other children may see them as clumsy.

Socially, some children with NVLD have trouble recognizing the nonverbal cues of body language and facial expressions. Social skills that others learn by observation may not come easily, although verbal instruction may help. Some of these social struggles are a byproduct of their deficits: As they may rely on the spoken word for social information, they may ask questions incessantly, or interrupt others, frustrating teachers and peers. They can also be highly literal, and so they may not recognize sarcasm, humor, or other verbal nuances.

Behaviorally, a resistance to change, a lack of so-called "common sense," fear of new situations, poor "big picture" comprehension, failure to respect personal space, and an inability to consistently recognize when "enough is enough" are all traits associated with a nonverbal learning disorder, and all can make it difficult to meet new people and make friends.

Because it is so often misdiagnosed or undiagnosed, the prevalence of nonverbal learning disorder is unclear. The condition does appear to affect boys and girls equally, and to run in families, suggesting a genetic component.

After parents or teachers observe symptoms of NVLD - typically, identifying a particular deficit or set of challenges a child cannot muster - the child may be taken to see a neuropsychologist who will gauge their speech and language development, visual-spatial skills, motor development, and IQ to see if he or she fits the pattern of traits commonly seen in those with the condition.

Clinicians sometimes mistake nonverbal learning disorder for specific learning disability, developmental coordination disorder, social phobia, or autism spectrum disorder, which can delay a child getting attention and therapy for their core visual-spatial deficits. NVLD is also sometimes misdiagnosed as ADHD, which can be a concern especially if medication is then prescribed, as it will generally not help the child.

Yes. Unlike other children and adults who take in information and social cues from both verbal and nonverbal communication (body language), those with NVLD tend to be able to consistently rely only on verbal expression. Because of this, they may have unusually large vocabulary and memory; in fact, younger children with NVLD are often seen as precocious. But because some are prone to being so highly talkative, and to placing a greater reliance on what others tell them, they can encounter a range of social struggles and difficulty making friends.

Teenagers with nonverbal learning disorder can find that they are unable to connect with peers, teachers, or others. They are disproportionately prone to anxiety, leading to poor academic performance even if they are highly intelligent.

As adults, people with NVLD may struggle to set priorities, maintain long-term relationships, or find professional success. The symptoms may manifest in adults in one or more of these specific ways:

·

Difficulty reading maps or charts

·

Tendency to speak more than warranted, which can lead to oversharing personal information

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An embrace of routines and discomfort when schedules or assignments are changed

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Difficulty planning for and meeting deadlines

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Trouble organizing ideas when writing

·

Struggling to understand when others are joking

·

Anxiety in social situations, avoidance of new experiences, and a tendency to prefer staying home

Nonverbal learning disorder is thought to be related to a deficit in the right cerebral hemisphere of the brain, where nonverbal processing occurs.

Since children with NVLD tend to be of average or above-average intelligence, some develop systems, including rote memories of past experiences, to guide them toward acceptable behavior in new situations rather than responding organically to specific social cues.

Some experts argue that in certain cases, NVLD and autism spectrum disorder (ASD) may be the same condition viewed from different perspectives. Behavior attributed to the high-functioning autism once known as Asperger 's Syndrome in particular bears similarities to NVLD but there are important differences. Specifically, while a child with either condition might have both excellent memorization skills and poor social skills, individuals with NVLD have particular difficulty taking in information from the visual environment, as well as trouble with math, which is often taught in a visual context. These processing difficulties are shared by some with ASD but not all. Still, some approaches used to help children with ASD can also help those with NVLD.

There is no single recommended treatment plan for nonverbal learning disorder. As with any learning disorder, however, children are best served by early intervention and support, which often includes occupational therapy. Talk therapy can benefit children experiencing social struggles. Left unaddressed, the condition can lead to lifelong challenges.

After observation and an initial assessment to determine a child's specific needs, school-based professionals can put a plan into place for both social and academic accommodations that can create an environment for improvement. These interventions may include extra practice time for developing skills in pattern recognition and organizing thoughts, or counseling to help a child better understand social expectations. NVLD is not covered by the federal Individuals with Disabilities Education Act (IDEA), so children may not always qualify for an Individualized Education Program, but teachers and administrators aware of an individual student's struggles can still work with families to make accommodations and offer extra assistance to help them manage their academic workload.

At-home strategies can be coordinated with a child's school-based learning and interventions, but parents should also pay close attention to a child's mental health. Children with NVLD are aware that they struggle in one or more areas, and because this presents challenges to their confidence and self-esteem, they may be at higher risk than other children of having generalized and social anxiety disorders. Therefore, psychotherapy may be beneficial.

References

Quick Facts on Non-Verbal Learning Disorder. Child-Mind Institute website. Accessed September 19, 2017.

Miller C. How Can We Help Kids with Nonverbal Learning Disorder? Child Mind Institute. Accessed September 19, 2017.

Mammarella IC, Ghisi M, Bomba M. Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development. Journal of Learning Disabilities. March 1, 2016;49(2):130-139 (first published online March 2014).

Find a therapist who can help with learning disabilities.

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Nonverbal learning disorder (NVLD), also known as nonverbal learning disability, is a neurological condition which typically emerges during childhood but can persist through adulthood. It is marked by one or more of a set of cognitive, and sometimes social, difficulties experienced by children of otherwise average or superior intelligence, such as visual-spatial struggles and motor-skill deficits.

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Social skills are a common area of difficulty for people with nonverbal disability. They could have trouble recognizing nonverbal clues, comprehending social cues, starting discussions, and negotiating challenging social settings. Several interventions can be used to help persons with this handicap improve their social skills. Participating in role-playing activities, utilizing visual aids like cue cards, and breaking down complicated social skills into simple chunks are a few of these. Joining social groups, engaging in self-advocacy, and learning mindfulness and self-regulation strategies can all help people with nonverbal difficulties manage their social anxiety. This path depends on developing a strong social network and teaching patience and perseverance. Adults with nonverbal difficulties may significantly improve their social skills by using these techniques and asking for assistance when necessary.
Grace Mangapora

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There are several difficulties faced by people with nonverbal impairments, such as nonverbal learning problems. First of all, it might be difficult for others to grasp their emotions since they sometimes find it difficult to vocally or physically communicate their sentiments. Additionally, people with nonverbal disability may be frequently misinterpreted by others, which can cause irritation or a sense of loneliness. Some of them encounter overpowering situations that cause sensory overload, which leads to emotional dysregulation. Finally, it might be difficult to comprehend the thoughts and feelings of others, which can make it tough to empathize with them or know how to react.

Various techniques can be used to support individuals with nonverbal difficulties in managing their emotional control. Individuals can use visual tools, such as emotion charts or social tales, to recognize and communicate their feelings. With the help of a speech-language therapist, alternative communication techniques can be created, such as sign language, augmentative and alternative communication devices, or written communication. People who struggle with excessive emotions might learn self-regulation skills like deep breathing exercises, mindfulness, or sensory breaks. Emotional well-being is promoted by creating a friendly environment where people feel welcomed and supported.
Grace Mangapora

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Assessment of NVLDs is usually performed by licensed psychologists. Unfortunately, assessment of individuals who present signs of having an NVLD is often a process of elimination. Usually, a cognitive exam is performed to rule out any cognitive disorders that might affect language. Then, since not all areas of language are affected, different language exams may be administered, and the results would be consistent with only issues within the pragmatics area of language. The next step is identifying any underlying issues with attention-related disorders (ADD, ADHD, etc.) or any disorder relating to attention of surroundings, visuospatial skills, executive functioning skills, etc. The final step of the process is receiving any observations from interviews that are conducted with those who are close to the individual. Those assess how the individual generally functions (or does not function) socially within different environments (home, school, etc.). With a culmination of information that is consistent with NVLDs, a psychologist is able to rule out different disorders and build a case toward an individual having an NVLD. Overall, this usually assessed once there is an official Autism or ADHD diagnosis since the symptom profiles within the NVLD category between those two disorders can present differently and require different accommodations.

Sources: https://www.childrensresourcegroup.com/diagnosing-a-nonverbal-learning-disability/

https://childmind.org/article/what-is-non-verbal-learning-disorder/#a-more-comprehensive-diagnosis

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Accommodation for a nonverbal disability can be a lot of things because there are a couple of things to accommodate for. They have trouble understanding the verbal domain. With this in mind, I think keeping a non-changing schedule, so you don’t have to verbally address the schedule every day. Keeping in mind that they might get overwhelmed with a lot of assignments/projects, I think breaking those down would be easier for them. If you break projects down into smaller assignments, they will be able to complete the steps one at a time and not have to look at the project and get scared. Along with breaking down the projects you should also break down worksheets. Since they have trouble with the ability to communicate nonverbally, I think making worksheets with as little writing as possible would make work easier. You could break the worksheets down to yes or no questions or circle the answer.  Making things easier for anything written on paper by shortening the amount of writing when possible. https://www.verywellhealth.com/non-verbal-learning-disorder-5218632

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Classroom accommodations for nonverbal learning disabilities

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What accommodations can help kids with nonverbal learning disabilities? Here are some strategies to try in the classroom.

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No/Low Tech:

Communication Boards: These are physical boards or cards with pictures, symbols, or words that individuals can point to or use for communication.

https://adayinourshoes.com/communication-board/

Picture Exchange Systems: PECS involves using a series of pictures or symbols that individuals can exchange to communicate their needs or desires.

https://www.researchgate.net/figure/Example-of-the-Picture-Exchange-Communication-System-PECS_fig1_289670995

Mid Tech:

Speech-Generating Devices: These devices include tablets or dedicated devices that produce speech when users select icons or type text. Examples include the Proloquo2Go app or dedicated devices like Tobii Dynavox.

https://hartmedical.org/miscellaneous-dme/speech-generating-devices

Augmentative and Alternative Communication Apps: These are software applications designed for tablets or smartphones that provide various communication options using symbols, text, or speech output. Examples include TouchChat or LAMP Words for Life.

https://www.icancommunicateapp.com/

High Tech:

Eye-Tracking Systems: High-tech eye-tracking devices, such as the Tobii Eye Tracker, allow individuals to control a computer or communication device using their eye movements, enabling communication and computer access.

https://www.bitbrain.com/blog/eye-tracking-devices

Brain-Computer Interfaces: BCIs are advanced systems that allow individuals with severe motor disabilities to communicate and control computers or devices directly through their brain signals. Examples include the BrainGate system.

https://www.thepourquoipas.com/post/revolutionize-your-thoughts-with-google-brain-computer-interface

Grace Mangapora

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Some comorbidities include Autism Spectrum Disorder and Attention Deficit Disorders (ADD). Both of these disorders often appear in conjunction with ASD and ADDs due to issues involving pragmatics of language. Those with Autism might have difficulties understanding social cues and can sometimes be considered "late talkers" due to their spoken language development being delayed. Those with ADHD might not understand social cues or have trouble decoding figurative language. ASD and ADDs have their own comorbidity, so NVLDs can also be part of that comorbidity grouping. All three of these disabilities/disorders also tend to have similar symptom profiles, including issues with pragmatic language. An individual can have only one of these, two of these, or all three of these at once. It is important that a clinician knows the difference between these three disabilities/disorders so that individuals are diagnosed correctly. It is also important to understand that nonverbal learning disorders are not necessarily "diagnosed" so much as identified within individuals, so these disorders could could potentially be symptoms of disorders like ASD or ADHD.
Sources: https://pubmed.ncbi.nlm.nih.gov/35526491/
https://www.medicalnewstoday.com/articles/non-verbal-learning-disorder#causes

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Do comorbid symptoms discriminate between autism spectrum disorder, ADHD and nonverbal learning disability? - PubMed

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Characterizing the functioning of individuals with neurodevelopmental disorders is crucial to their diagnosis. Research has found that children with different neurodevelopmental disorders, including autism spectrum disorders (ASD), attention deficit and hyperactivity disorder (ADHD), and nonverbal l…

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Do/Can any other disabilities exist in addition to this primary diagnosis?

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-difficulty with perceptions and spatial awareness (often bumping into things around them)
-can't always grasp visual information
-poor social skills
-poor sense of time
-lack of organization skills
-trouble with problem solving
-usually highly verbal but weak in the verbal domain

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Nonverbal learning impairments (NVLD) can have an influence on a variety of academic, behavioral, and functional domains, posing particular difficulties for those who are impacted. Social skills are frequently difficult for people to master because they have trouble deciphering sarcasm, reading facial expressions, and picking up on subtle body language clues. This can make it difficult for them to make and keep friends. Mathematical ideas that depend on abstraction and spatial thinking can be particularly difficult in academic contexts, making algebra and geometry tough to understand. People with NVLD may find it difficult to perform visual-spatial activities like reading maps or comprehending spatial relationships.

The capacity to begin activities and successfully manage their time might be hampered by executive functioning impairment, which includes abilities like planning, organizing, and time management. Fine motor abilities may also be affected, which can have an impact on daily tasks like tying shoelaces and penmanship. It might be difficult to communicate one's own emotions or sympathize with others when there are problems with emotional management and comprehending others' emotional states. NVLD can also impair adaptive functioning, which in turn affects everyday living abilities like cleaning, cooking, or handling personal money. Reading comprehension and writing expression can be hampered by abstract thinking, difficulty understanding metaphors, and non-literal language. Due to the difficulties they encounter in their social and academic lives, some people with NVLD may also suffer from anxiety and sadness. In order to overcome these obstacles and provide people with NVLD the assistance they need to succeed academically and socially, early diagnosis and customized therapies are essential.

https://www.verywellfamily.com/how-learning-disabilities-can-affect-behavior-2161916#:~:text=Kids%20who%20exhibit%20these%20behaviors,%2C%20temper%20tantrums%2C%20and%20defiance.

This source discusses how learning disabilities can lead to challenging behaviors in children, including frustration, low self-esteem, avoidance, tantrums, and defiance. These behaviors often result from the struggles children face in academic or social situations due to their learning disabilities. Recognizing and addressing these behaviors is crucial for providing appropriate support to children with learning disabilities.

https://www.smartkidswithld.org/getting-help/nld/14-ways-to-help-a-child-with-nld-succeed/

This source provides 14 helpful strategies for supporting a child with Nonverbal Learning Disorder to succeed. The source emphasizes the importance of early intervention and individualized support to help children with NLD thrive academically and socially. These strategies can be valuable for parents, educators, and professionals working with children who have NLD.
-Grace Mangapora

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What are the academic, behavioral, or functional areas of struggle based on this disability?

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-School
~Kids might have trouble with organizing their information, social skills, and also abstract thinking
-Home
~Might start talking later than they should. They might start doing simple things later in life, for example, they might have trouble learning how to ride a bike. They also might have trouble staying on task.
- Community
~You might have trouble communicating with the people around you and might have trouble expressing your feelings.
-Employment
~ Adults with NLD might have trouble getting a job because of their disorder, people might not want to hire them just because of their disorder
-Relationships
~Kids with NLD might not have a lot of good relationships with people because of their lack of strength of being able to communicate and be sociable with people around you.
- Social and emotional
~They might have trouble controlling their emotions causing them to have lots of breakdowns.
~They may have problems being able to communicate to the people around them and communicate their feelings to people

Resources:
https://www.bing.com/ck/a?!&&p=c7883871cae44f87JmltdHM9MTY5NjIwNDgwMCZpZ3VpZD0yZDcyMDdjNC1jZDZlLTZiM2MtMjMwNS0xNGVhY2NlNDZhYTImaW5zaWQ9NTUxOA&ptn=3&hsh=3&fclid=2d7207c4-cd6e-6b3c-2305-14eacce46aa2&psq=challenges+with+non+verbal+learning+disability+in+community+&u=a1aHR0cHM6Ly9pYmNjZXMub3JnL2xlYXJuaW5nL2EtdGVhY2hlcnMtZ3VpZGUtdG8tbnZsZC1ob3ctdG8tc3VwcG9ydC1zdHVkZW50cy13aXRoLW5vbnZlcmJhbC1sZWFybmluZy1kaXNhYmlsaXR5LyM6fjp0ZXh0PU5WTEQlMjBpcyUyMGFsc28lMjBzb21ldGltZXMlMjBhc3NvY2lhdGVkJTIwd2l0aCUyMGRpZmZpY3VsdGllcyUyMGFuZCx0b25lJTJDJTIwc2FyY2FzbSUyQyUyMG51YW5jZSUyOSUyMDUlMjBwZWVyJTIwcmVsYXRpb25zaGlwcyUyMGFuZCUyMGludGVyYWN0aW9ucw&ntb=1
https://www.bing.com/ck/a?!&&p=06284718b173573dJmltdHM9MTY5NjIwNDgwMCZpZ3VpZD0yZDcyMDdjNC1jZDZlLTZiM2MtMjMwNS0xNGVhY2NlNDZhYTImaW5zaWQ9NTQ5OQ&ptn=3&hsh=3&fclid=2d7207c4-cd6e-6b3c-2305-14eacce46aa2&psq=challenges+with+non+verbal+learning+disability+social+and+emotional+&u=a1aHR0cHM6Ly93d3cuYmFkZ2Vyc3RhdGVzcGVlZWNoeS5jb20vbm9uLXZlcmJhbC1sZWFybmluZy1kaXNvcmRlci1zb2NpYWwtc2tpbGxzLWNoYWxsZW5nZXMvIzp-OnRleHQ9UHJhZ21hdGljcyUyRlNvY2lhbCUyMFNraWxscyUyMENoYWxsZW5nZXMlMjBpbiUyME5WTEQlM0ElMjAxJTIwQ29udmVyc2F0aW9uYWwlMjByZWNpcHJvY2l0eSxlbW90aW9ucyUyMC4uLiUyMDglMjBTb2NpYWwlMjBuYWl2ZXQlQzMlQTklMjBhbmQlMjBOVkxEJTIw&ntb=1

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Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

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The prevalence of this disability ranges from 3% to 4% of the population which means 2.2 million to 2.9 million children and adolescents have this disability. The link above shows the study done across 3 populations in the US and Canada and that is where they got these findings. This means that over 2 million people in these populations that are under the age of 18 have been found to have a nonverbal disability. It is prevalent enough to provide support and know how to help the children who have been diagnosed with a nonverbal disability. Another source I found shows that the findings above could show that NVLD could be more common than autism in children. In school aged children autism is found in 1%-2% of these populations. https://www.jwatch.org/na51377/2020/04/14/nonverbal-learning-disability-more-common-previously

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Affiliations

¹ Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York.

² International Control Mastery Therapy Center, Berkeley, California.

³ Department of Educational Psychology, California State University, Hayward.

⁴ Center for the Developing Brain, Child Mind Institute, New York, New York.

⁵ Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York.

⁶ Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.

⁷ Department of Psychology, University of Toronto, Toronto, Ontario, Canada.

⁸ Department of Psychiatry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.

⁹ Section on Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil.

¹⁰ Intramural Research Program, National Institute of Mental Health, Bethesda, Maryland.

¹¹ Department of Biostatistics, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York.

¹² Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.

¹³ Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York.

Free PMC article

Free PMC article

Affiliations

¹ Division of Child and Adolescent Psychiatry, Department of Psychiatry, Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, New York.

² International Control Mastery Therapy Center, Berkeley, California.

³ Department of Educational Psychology, California State University, Hayward.

⁴ Center for the Developing Brain, Child Mind Institute, New York, New York.

⁵ Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York.

⁶ Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.

⁷ Department of Psychology, University of Toronto, Toronto, Ontario, Canada.

⁸ Department of Psychiatry, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.

⁹ Section on Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil.

¹⁰ Intramural Research Program, National Institute of Mental Health, Bethesda, Maryland.

¹¹ Department of Biostatistics, Mailman School of Public Health, Columbia University Irving Medical Center, New York, New York.

¹² Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.

¹³ Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York.

Abstract

Importance: Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visual-spatial processing but not in reading or verbal ability; in addition, problems in math calculation, visual executive functioning, fine-motor skills, and social skills are often present. To our knowledge, there are no population-based estimates of the prevalence of NVLD in community samples.

Objective: To estimate the prevalence of the NVLD cognitive profile in 3 independent samples of children and adolescents from studies centered around brain imaging in the US and Canada.

Design, setting, and participants: This cross-sectional study used data from 2 samples recruited from the community and overselected for children with psychiatric disorders (Healthy Brain Network [HBN], January 1, 2015, to December 31, 2019, and Nathan Kline Institute-Rockland Sample [NKI], January 1, 2011, to December 31, 2018) and 1 community-ascertained population sample (Saguenay Youth Study [SYS], January 1, 2003, to December 31, 2012) overselected for active maternal smoking during pregnancy.

Main outcomes and measures: Prevalence of NVLD. Criteria for NVLD were based on clinical records of deficits in visual-spatial reasoning and impairment in 2 of 4 domains of function (fine-motor skills, math calculation, visual executive functioning, and social skills). Sample weighting procedures adjusted for demographic differences in sample frequencies compared with underlying target populations. Inflation factor weights accounted for overrepresentation of psychiatric disorders (HBN and NKI samples).

Results: Across 3 independent samples, the prevalence of NVLD was estimated among 2596 children and adolescents aged 6 to 19 years (mean [SD] age, 12.5 [3.4] years; 1449 male [55.8%]). After sample and inflation weights were applied, the prevalence of NVLD was 2.78% (95% CI, 2.03%-3.52%) in the HBN sample and 3.9% (95% CI, 1.96%-5.78%) in the NKI sample. In the SYS sample, the prevalence of NVLD was 3.10% (95% CI, 1.93%-4.27%) after applying the sample weight. Across samples and estimation strategies, the population prevalence of NVLD was estimated to range from 3% to 4%. When applied to the US population younger than 18 years, 2.2 million to 2.9 million children and adolescents were estimated to have NVLD.

Conclusions and relevance: The findings suggest that the prevalence of NVLD in children and adolescents may be 3% to 4%. Given that few youths are diagnosed with NVLD and receive treatment, increased awareness, identification of the underlying neurobiological mechanisms, and development and testing interventions for the disorder are needed.

Conflict of interest statement

Conflict of Interest Disclosures: Dr Keyes reported receiving personal fees from multidistrict litigation and New York State outside the submitted work. No other disclosures were reported.

References

Johnson DJ, Mykelbust HR. Learning Disabilities: Educational principles and practices. New York: Grune & Stratton; 1967.

Harnadek MC, Rourke BP. Principal identifying features of the syndrome of nonverbal learning disabilities in children. J Learn Disabil. 1994;27(3):-. doi:10.1177/002221949402700303 - DOI - PubMed

Klin A, Volkmar FR, Sparrow SS, Cicchetti DV, Rourke BP. Validity and neuropsychological characterization of Asperger syndrome: convergence with nonverbal learning disabilities syndrome. J Child Psychol Psychiatry. 1995;36(7):1127-1140. doi:10.1111/j.1469-7610.1995.tb01361.x - DOI - PubMed

Rourke BP. Nonverbal Learning Disabilities: The Syndrome and the Model. Guilford; 1989.

Casey JE, Rourke BP. Construct validation of the nonverbal learning disabilities syndrome and model In: Rourke BP, ed. Neuropsychological Validation of Learning Disability Subtypes. Guilford Press; 1991:271-292.

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national center for biotechnology information

# data[].attributes.attachment_link.title
Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents - PubMed

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The findings suggest that the prevalence of NVLD in children and adolescents may be 3% to 4%. Given that few youths are diagnosed with NVLD and receive treatment, increased awareness, identification of the underlying neurobiological mechanisms, and development and testing interventions for the disor ...

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Nonverbal Learning Disorder may stem from damage within the right hemisphere of the brain, the part of the brain that processes some pragmatics, prosody, and other suprasegmental areas of communication. There are also common traumatic birth injuries such as anoxia due to issues with the ambilocal cord causing a lack of oxygen.
Sources: https://hhma.org/healthadvisor/pa-nld-bhp/#:~:text=NLD%20is%20caused%20mostly%20by,Very%20long%20labor%20at%20birth
https://www.medicalnewstoday.com/articles/non-verbal-learning-disorder#causes

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Nonverbal Learning Disability - Tufts Medical Center Community Care

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Nonverbal Learning Disability What is a nonverbal learning disability? A nonverbal learning disability (NLD) causes problems understanding body language, facial expressions, and tone of voice. A child with NLD also has trouble with balance and doing physical things. What is the cause? NLD is caused…

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A Nonverbal Learning Disability (NVLD) is a complex neurological condition that primarily impacts nonverbal skills. It affects various areas, including spatial reasoning, visual perception, and social understanding. Individuals with NVLD often face challenges in interpreting and comprehending nonverbal cues, which can significantly affect their daily lives.

https://www.churchillstl.org/learning-disability-resources/nonverbal-learning-disorder/#:~:text=Nonverbal%20learning%20disorder%20(NVLD)%20is,and%20comprehension%20of%20abstract%20concepts.

The source from Churchill Center & School explains Nonverbal Learning Disorder (NVLD), characterizing it as a neurological condition predominantly affecting nonverbal skills, such as visual-spatial abilities, social interactions, and the comprehension of abstract concepts. Individuals with NVLD often face challenges in areas such as interpreting nonverbal cues, navigating visual-spatial tasks, and forming social relationships due to their struggles with nonverbal skills. While they may excel in verbal abilities, NVLD can impact motor skills and executive functioning. The source underscores the need for professional evaluation and tailored interventions to support individuals with NVLD effectively.

https://www.understood.org/en/articles/understanding-nonverbal-learning-disabilities

The source from Understood.org provides insights into nonverbal learning disabilities (NVLD), emphasizing that it primarily affects a person's ability to interpret nonverbal cues while leaving verbal language skills intact. It outlines the challenges faced by individuals with NVLD, including social difficulties, organizational issues, and struggles with abstract concepts. The article stresses early intervention for better long-term outcomes and offers practical tips for parents and teachers to support children with NVLD. Overall, it serves as a valuable resource for understanding and addressing NVLD.
-Grace Mangapora

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Nonverbal learning disorder (NVLD) is a learning disability that causes difficulty with motor, visual-spatial, and social skills. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts. ¹

Early Signs of nonverbal learning disorder

Often misses social cues such as facial expression or tone of voice, making it hard to make and keep friends¹

Needs to verbalize things to understand them¹

Struggles with reading comprehension or mathematical problem solving¹

Physically clumsy, often bumps into objects or people¹

Thinks of things in literal terms and struggles with metaphors or abstract concepts²

What to Do if You Notice Signs of Nonverbal Learning Disorder

Take Notes

If you see a combination of the NVLD symptoms listed above, make note of when and where you see these behaviors. These observations are important to have when speaking with a pediatrician or specialist.

Talk with Your Child's Teacher

Bring your list of concerns to your child's teacher and ask whether these behaviors are affecting your child's performance in the classroom. Also ask whether he or she has noticed any other learning issues in your child.

Request an Evaluation

While your pediatrician may not specialize in learning disabilities, he or she can rule out any medical issues related to the symptoms and refer your child to the right specialist. Once you have been referred to a mental health professional, he or she can test your child's speech and language, visual-spatial organization, and motor skills. ²

Be Proactive and Trust Your Gut

Since children with NVLD are often articulate and well-spoken, some educators may consider NVLD interventions unnecessary. However, the symptoms of NVLD will become more apparent with age - so the earlier the intervention, the better. Stand up for your child to ensure that he or she gets the right accommodations. ³

What to Do if Your Child is Diagnosed with Nonverbal Learning Disorder

Find a Specialist

A certified NVLD expert can work directly with your child on effective remedial methods including planning, studying, written expression, social cognition, and interpersonal communication. Look for a specialist who has full certification and continuing professional development in the area of nonverbal learning disorder. ³

Request Classroom Accommodations

Talk with your child's teacher about making special accommodations for your child, for example:

For memorization activities, substitute copying text with active verbalization³

Simplify the layout of test answer sheets and make graph paper available for math assignments³

Provide one-on-one assistance for fine motor tasks such as folding or cutting with scissors³

Create an Individualized Education Plan

A formal, detailed Individualized Education Plan (IEP) establishes goals and accommodations for your child within the classroom. Work with your child's teachers and administrators to document the resources and evaluations your child needs to stay on track. Always request a copy of your child's IEP.

Common Nonverbal Learning Disorder Myths

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What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies

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Nonverbal learning disorder causes difficulty with motor, visual-spatial, and social skills. Use this guide to learn about signs and interventions for NVLD.

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A disability that causes difficulty with motor skills, social skills, abstract concepts, changes to the routine.

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This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.