Nonverbal Learning Disability

Nonverbal learning disability (NVLD) is a neurodevelopmental disorder that is characterized by deficits in visual motor coordination, emotional perception, social communication, visual-spatial processing, attentional difficulties, and limitations in abstract reasoning and problem-solving (Topal et al., 2018). McDowell, M. (2018) emphasizes that NVLD is a complex, wide-ranging learning disorder that affects areas of learning that completely have nothing to do with language understanding. People with NVLD will have difficulty interpreting nonverbal cues, spatial awareness, and social communication, which would make it difficult for them to execute tasks without feelings of irritability (Robinson et al., 2012).

Brain Area Affected in NVLD

While he noted that more work is needed to investigate the etiology using the molecular and cellular components, McDowell (2018) notes that neuroimaging of people with nonverbal learning disabilities has shown lesions in the parietal lobe, which is involved in spatial reasoning and integration of sensory information, the temporal lobe, which is important for processing auditory and memory, and the frontal lobe, where interpretation of nonverbal cues takes place.

Social Impact

The article by Semrud-Clikeman and Glass (2010) explains the relationship between visual-spatial abilities and humor processing, indicating that the propensity to understand humor may largely depend on how an individual perceives and interprets spatial and visual cues. Over time, the symptoms of NVLD impact the individual’s ability to interpret social cues or understand abstract academic concepts, which may, in turn, lead to what contributes to anxiety of all kinds (McDowell, 2018). In other words, people with difficulty with visual-spatial perception would find it difficult to engage in humor, which might be a barrier to their social skills and forming or maintaining relationships.

NVLD Co-morbid Conditions

The article by Robinson et al. (2012) reviews the co-morbid conditions like higher anxiety levels and depression, particularly in diagnoses associated with NVLD are prevalent. The article suggests that people with nonverbal learning disability experience high levels of anxiety, especially social anxiety, because of the difficulties they face in social situations. Robinson et al. (2012) suggest that people with nonverbal learning disability are at increased risk for depression because of the difficulty they face in social and academic settings, which may eventually lead to feelings of loneliness, low self-esteem, and frustration.

NVLD Treatment

In order to help alleviate the symptoms of anxiety and deficit in nonverbal social cues, Robinson et al. (2012) suggest that the patient will benefit from therapeutic techniques that focus on treating the anxiety and depression symptoms. The article further suggests that the patient will also benefit from psychoeducation on their condition to create awareness, after which involving them in social skills training will help improve their level of functioning. Davis and Broitman (2011) emphasized the need for a tailored approach targeted explicitly at each diagnosis subtype. Visual aids, structured guidance, and spatial reasoning exercises could benefit people with NVLD that are showing significant deficits in visual-spatial ability (Davis & Broitman 2011). They recommended occupational therapy for the motor skills subtype, roleplaying, and teaching social cues for alleviating the negative symptoms of the social skills subtype, while the holistic approach with a focus on individualized support plans was recommended for improving the patient’s overall wellness.

References

Davis, J. M., & Broitman, J. (2011). Nonverbal Learning Disability and Subtypes. In Book Title (pp. 13–19). Publisher. https://doi.org/DOI.

Khan, K., & Lal, P. (2023). Executive dysfunctions in different learning disabilities: A review. Journal of Indian Association for Child and Adolescent Mental Health, 19(2), 126-142. https://doi.org/10.1177/09731342231179614.

McDowell, M. (2018). Specific learning disability. Journal of Paediatrics and Child Health, 54(11), 1221-1224. https://doi.org/10.1111/jpc.14168.

Semrud-Clikeman, M., & Glass, K. (2010). The relation of humor and child development: Social, adaptive, and emotional aspects. Journal of Child Neurology, 25(10), 1248-1260. https://doi.org/10.1177/0883073810373144.

Topal, Z., Demir Samurcu, N., Taskiran, S., Tufan, A. E., & Semerci, B. (2018). Social communication disorder: a narrative review on current insights. Neuropsychiatric Disease and Treatment, 14, 2039–2046. https://doi.org/10.2147/NDT.S121124

Robinson, S., Curwen, T., & Ryan, T. G. (2012). A review of co-morbid disorders of Asperger’s Disorder and the transition to adulthood. International Journal of Special Education, 27(1), 1-20.

Gbemiro Olasupo

Psy.D. Student

Gbemiro Olasupo is a dedicated doctoral student in psychology at Holy Family University. He holds a Bachelor's degree in Psychology with a minor in Cognitive Neuroscience from Temple University. Additionally, Gbemiro earned a Master's degree in Clinical Mental Health Counseling from Holy Family University.

Throughout his career, Gbemiro has gained extensive experience in diverse clinical mental health settings. His work has spanned a variety of roles, including case management for children in crisis, direct support for adults with developmental disabilities, and crisis intervention for children through CMCT. He has also served as a counselor in early intervention programs, providing support to young children and their families. Additionally, Gbemiro has provided outpatient therapy to clients of various age groups, further honing his expertise in mental health care.

Passionate about helping others, Gbemiro’s clinical experience, combined with his advanced academic training, shapes his holistic approach to psychology and mental health treatment.