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Recent Study Offers New Insights for the Diagnosis and Care of Nonverbal Learning Disability (NVLD)
For years, families have struggled with inconsistent definitions and a lack of effective support for nonverbal learning disability (NVLD), a condition that distinguishes children who have trouble with visual-spatial reasoning — such as working a puzzle or following a map — from those with language-based problems. While NVLD is estimated to affect 3–4 percent of North American youth, it remains an unofficial diagnosis.
Now, a new study led by Amy Margolis, PhD, of The Ohio State University — in collaboration with researchers at the Child Mind Institute — may help to improve diagnostic criteria and guide more individualized approaches to care for children and families.
Researchers analyzed data from 180 participants from the Child Mind Institute’s Healthy Brain Network — a study of brain development and youth mental health that included children and adolescents (ages 5-21) who live in New York, New York. The results identified three clinically significant types, or profiles, of NVLD.
All three profiles showed clear visual-spatial problems, supporting recent proposals from the research community to rename the condition Developmental Visual-Spatial Disorder (DVSD). Profile 1 displayed deficits in all visual-spatial reasoning and functioning, as well as issues with inattention, aggression, and reading comprehension. The second profile contained no issues with math, high rates of anxiety disorders, and the lowest rates of specific learning disorders. Individuals in Profile 3 had issues with math but did well in reading comprehension. The differences in profiles, researchers explain, support the need for assessing distinct dimensions of visual-spatial ability and suggest possible changes to the NVLD criteria to cover more individual-specific deficits.
“These findings point toward the potential for more precise diagnosis and individualized treatment planning,” says Dr. Michael Milham, senior co-author and Chief Science Officer at the Child Mind Institute. “They highlight the importance of moving beyond one-size-fits-all approaches for these children.”
This research was made possible through the generous support of the NVLD Project, a philanthropic initiative dedicated to advancing recognition, research, and care for NVLD.
