Before I get too deep in case studies, anecdotal stories or suggestions, I feel it is important to first define NLD. Here is the definition we received after a neuropsychological evaluation.
Nonverbal Learning Disorder is a neuropsychological syndrome consisting of difficulties in sustained attention, abstract reasoning, problem-solving, perception of emotions, social communication, visual-spatial processing, visual-motor coordination, and tactile perception. Some children with NLD show many but not all of these characteristics. Relative academic problems in visuospatial aspects of math and mechanics of written language are common. Basic language processing skills, rote verbal memory, reading word recognition, and spelling are usually strong. Research on the long-term outcome of NLD indicates an increased risk for social relationship problems and co-occurring emotional disorders, such as anxiety or depression. Nonverbal Learning Disorder also has an emotional/behavior component that stems from functions that are predominantly right-hemisphere mediated: facial expression interpretation, empathy/recognition of emotion in others, speech prosody, nonverbal gestures, and emotional regulation. All of these functions are impaired, to some degree, in individuals with LD. Individuals with NLD generally experience difficulties in motor skills (e.g. graphomotor skills, physical coordination, balance), complex conceptual skills involving problem solving (e.g., understanding cause-and-effect relationships, seeing the big picture versus focusing on details), visual-spatial organizational skills (e.g., visualizing information and understanding spatial relations), social skills (e.g., using and understanding nonverbal communication, dealing with new information and situations, transitioning between situations, conversation skills, understanding the nuances of spoken language), and activity level (e.g., hyperactivity or hypoactivity). Students with NLD generally do well in areas that relate to concrete thinking, but have difficulty in areas that relate to abstract thinking. It may be difficult for an individual with NLD to understand abstract math concepts and solve problems, though they may have no trouble applying a mathematical formula, which she has been explicitly taught. Additionally, due to poor spatial organizational ability, individuals may have difficulty aligning problems on a page to solve them correctly. The NLD presentation can vary significantly depending on the child’s are. In general, the deficits involving NLD get worse as the child gets older because, as a child matures, he or she encounters schoolwork and social situations that require ability such as abstract thinking, more advanced organizational skills, and nonverbal communication. As such, deficits in those areas tend to become more apparent and problematic.
