Nonverbal learning disorder is generally characterized by stronger left-hemisphere brain functioning and weaker right-hemisphere brain functioning. Specifically, the child typically shows strong (or even advanced) language, vocabulary, and reading skills. Though language can be negatively impacted by poor organization and processing ability. Visual-spatial, fine motor, and attentional skills are typically very limited. These children often struggle with subjects such as math, understanding graphs, have poor penmanship, and reduced depth perception. Poor planning, organization, problem-solving, and inattention are common. Despite adequate verbal skills, they sometimes have difficulties with spelling and writing, as these subjects require organization and planning. Many of these children also struggle socially. They often lack self-awareness, social insight/judgment, and are described as socially immature and struggle with understanding social rules. They may even exhibit odd/atypical or inappropriate behaviors such as picking their nose in public and acting impulsively. As such, they often resemble children with high functioning autism or Asperger’s disorder. However, the main difference is that these children desire social relationships and often seek out friendships. Unfortunately, they are often misguided in their attempts such as telling tall tales, acting silly to gain attention, are overbearing, or are overly bossy. As a result, their peers may avoid and tease them. On the other hand, children with autism or Asperger’s tend to isolate themselves, and prefer solitary or independent type activities. Although genetics may play a role, the cause is attributed to neurological development. Many children are born this way; however, secondary causes are known to contribute as well.
Nonverbal learning disorder is not an “official” diagnosis as of yet, but rather a description of strengths and weakness, and unique social challenges that often co-occur. This diagnosis is often conceptualized as type of pervasive developmental disorder, learning disorder, or cognitive deficit. Many children are diagnosed with cognitive disorder not otherwise specified or pervasive developmental disorder not otherwise specified, with the nonverbal learning disorder provided as a descriptor.
Treatment may involve cognitive and behavioral rehabilitation to improve learning and social functioning. Behavioral approaches usually work best. For children with significant attentional and behavioral disturbance, medication is often used in conjunction with therapy.