Chapter 4 - Syndrome of Nonverbal Learning Disabilities: Effects on Learning

Abstract

This chapter describes the syndrome of nonverbal learning disabilities (NLD), an oft-unrecognized type of learning disability. The NLD syndrome is so named because the clinical presentation is thought to arise from deficits that are primarily nonverbal in nature. These primary deficiencies, which include visual, tactile, and motor functioning, also impact apprehension and use of nonverbal aspects of communication such as facial expressions, gestures, and general body language. Children with NLD are often very pleasant and eager to please and can appear quite capable under certain conditions. However, they must cope with core learning vulnerabilities that include dealing with new learning, especially in complex or novel situations; an overreliance on previously learned rote information, such that overlearned procedures are used without regard for unique aspects of a new learning task; and a preference for processing information through one modality, namely, auditory–verbal, in the context of a limited capacity for intermodal integration. The persons with NLD can develop a level of competence in many areas of their functioning with practice and preparation, and given conditions that are sensitive to the individual's strengths and weaknesses.