Non-Verbal Learning Disabilities

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by Eileen Bailey
Tuesday, July 06, 2010

Individuals with non-verbal learning disabilities (NLD) have high verbal skills but have problems with visual-spatial skills, motor skills and social skills. Some of the specific areas of difficulty are:

• Perception

• Coordination

• Problem solving (non-verbal)

• Understanding humor

Because of the high verbal skills, children with NLD may not have academic problems in the early school grades, when most work is completed verbally. As they advance in school and other non-verbal skills are required, they will experience more academic difficulties. NLD is less common than language-based learning disabilities. According to studies, only about 10 percent of children with LD, or less than 1 percent of the population, have a non-verbal learning disability. NLD is not gender specific; both males and females have NLD equally.

NLD shares many characteristics with Asperger's Syndrome. Some experts believe that both are forms of the same diagnosis, with NLD being a less severe form of Asperger's Syndrome. However, other experts believe that, although similar, these are two separate diagnoses.

Some of the symptoms of NLD include:

• Excellent vocabulary and advanced verbal expression

• Good memory

• Difficulty with concepts, or seeing the big picture

• Good attention to detail

• Poor abstract reasoning

• Difficulty with math skills, especially with word problems

• Poor handwriting

• Poor social skills and difficulty reading social cues, such as body language or facial expressions

• Anxiety about new situations, difficulty adjusting to change

• Difficulty with reading comprehension (but able to read)

It can sometimes be difficult to notice NLD in young children because of their high verbal skills. They may talk incessantly, even talking themselves through tasks, especially tasks requiring motor skills, such as riding a bike.

Memory, Motor Skills and Visual Spatial Perception Difficulties

Memory, however, is usually well-developed. A child with NLD relies on memory to fill in what actions do not. For example, parents often send their child a message just by looking at him. It may be , message that says, "I am proud of you" or "Stop!" This parent-child communication serves as a way to control behaviors or offer encouragement.

A child with NLD, however, needs words to help understand the situation. He bases reactions and behaviors on past situations rather than the current one. A child with NLD must remember what actions are appropriate without the benefit of non-verbal cues.

Poor motor skills and spatial perceptions are common in children with NLD. They are often clumsy, bumping into people and objects and may fall easily. Personal safety is sometimes a concern. In addition, lack of coordination can cause problems with making friends.

When young, motor skills deficits sometimes stop a toddler from exploring their environment and it may take a few minutes for the child to balance himself when placed on the floor, sometimes appearing as if "drunk" when walking. He may hold a parent's hand for balance long after most children stop. The coordination needed for simple athletic skills, such as kicking a ball, is often difficult. A child may kick the ball, but lose balance and fall or will miss the ball because spatial concepts are not developed and he doesn't internally measure the distance between his foot and the ball.