Assessment Framework-Nonverbal Learning Disability

Amy Donovan & Angela Lai

A Learning Disorder rooted in nonverbal cognitive process that includes deficits in visual perception,
visual-spatial reasoning, visual-motor coordination, problem solving involving visual imagery or tactile
perceptual abilities. Individuals with NLD often demonstrate an academic profile of better reading and
spelling skills relative to their arithmetic skills. There are also deficits in social perception, interpersonal
skills and emotional adjustment (Casey, 2012).
Neuropsychological
Verbal Neuropsychological
Academics strengths:
Strengths:
strengths:
Auditory perception, attention,
Phonology, Verbal reception,
Word decoding, spelling,
and memory
repetition, storage, associations, and verbal memory
Verbal attention and memory
output
Rote material
Neuropsychologi Motor Deficits:
Verbal
Academic
Psychosocia
cal Deficits:
Neuropsychologi Deficits:
and Adaptiv
cal Deficits
Functioning
Deficits:
Tactile perception,
Gross and fine
attention, and
motor
memory
coordination
Visual perception,
Uncoordinated
attention, and
Clumsy
memory
Less likely to
Visual-spatial
explore the
relationship
environment
Concept formation
Problem solving
Planning
Organizing
Clinical Interviews: Parents, Teacher, child/adolescent

Prosody of speech
Unorganized speech
Functional
communication
Pragmatics
Literal translations

Graphomotor skills
Reading
Comprehension
Mechanical
arithmetic
Mathematic
reasoning Skills
Science
Productions of
written work

Social
compet
Emotion
stability
Isolation
withdra
Develop
of depre
and Anx
disorde
Novelty

Informal Assessments: Academic reports, written language sample

Comprehensive Neuropsychological Evaluations: Visual Perception with and without motor component,
Visual Perceptual Organization, Visual Scanning and Tracking, Sensory-Motor Functions, Attention and
Concentration, Verbal Memory, Visual Memory, Phonological Processing, Receptive Language, Expressive
Language, Executive Function, Psychosocial and Adaptive Functioning
Behavioural Observations: Structured Observation, Unstructured Observation
Measures
ABSA-II
BASC-2
BRIEF
CDI-2
MACI
MASC
SMALSI

Functions Assessed
Communication, Daily Living Skill, Health and Safety
Adaptability, Anxiety, Attention Problems, Depression, Functional Communication,
Learning Problems, Social Skills, Studies Skills, Withdrawal
Working Memory, Plan/Organize, Organization of Materials
Emotional Problems, Functional Problems
Expressed Concerns, Anxious Feelings
Anxiety and subtypes
Study strategies, Organization, Academic Motivation, Attention and Concentration

SSIS
Vineland-II

D
iff erenti
Differenti
al
D
iagnosis
Diagnosis
PD D
PDD

Social Skills Deficits, Problem Behaviours

Communication, Daily Living Skills, Socialization, Motor Skills, Maladaptive
Behaviour
Em
otiona
Emotiona
G
iftednes
l
Giftednes
A
DHD
O
CD
B
D
D
CD
ADHD
OCD
BD
DCD
D
isturban
s
Disturban
ce
Sem antic
Pragm ati
Semantic
Pragmati
H
igh
High
c
A
sperger' Functioni
D
epressio
Asperger'
Depressio
Pragm
ati Language
Pragmati
Anxiety
s
ng
n
c
Im
pairm e
Impairme
A
utism
Autism
D
isorder
nt
Disorder
Comparison of NVLD with Common Differential Diagnosis

NVLD
ADHD
Difficulty with spatial relationships & perceptions;
Often fidgets or squirms; difficulty remaining still or
frequently bumps into objects; difficulty maintaining
seated when sustained visual attention is required
balance in seat
Talkative; reliant on verbal mediation; may not be
Talks excessively; may be manipulative & deceptive
aware of manipulation or deception
Frequent avoidance of novel situations; Poor social
Seeks out novelty; risk-taking behavior
judgement
Comorbidity with depressive or anxious symptoms
Comorbidity with oppositional & defiant behavior
Slow motoric performance on nonverbal tasks with
Easily distracted & impulsive; poor planning & followhype-vigilance to details vs. big picture
through with details
NVLD
Aspergers
PDD
Early speech & vocabulary
No language delay
Speech develops, then
plateaus
Poor pragmatics & prosody
Poor pragmatics & prosody
Average to Superior IQ; VCI>PRI

Average to Superior IQ; VCI>PRI

Gross, fine and visual motor

Clumsiness; poor fine motor
problems
Lacking verbal communication
Perseverating behaviors; restrictive areas
skills; naive; poor social
of interest; hyperfocus on details
judgement
Comorbidity & Important Considerations
Comorbid Conditions
ADHD
Behavior Problems
Personality Disturbance
Anxiety
Depression
Dysthymic Disorder
Tourettes
Dyscalculia

Average IQ

Coordination develops norm

Restrictive, repetitive,
stereotypical patterns of
behavior

Important Considerations
Symptoms of NVLD change throughout
ones lifespan and become particularly
challenging during the teen years
NVLD Is not included as a diagnostic
category in the DSM-IV, nor will it be
included in DSM-V
Inconsistency across the research in terms
of: definition of NVLD, appropriate test
batteries, prevalence, etiology...etc.
Additional research is required
Risk Factors: severity; denial of disability; lack of family/community/school support; focus
on weakness; poor self-concept; individuals with cerebral lesion where there is a disturbance
of the white matter

Resilience: knowledge about NVLD/self-advocacy; supportive environment/family &

community support; positive self-concept; effective school-based interventions;
acknowledgment of accomplishments/strengths