| This study examined the criteria employed to identify children with nonverbal learning disabilities (NVLD). NVLD definitions have relied on deficits in visual-spatial-organizational, tactile-perceptual, psychomotor, and nonverbal problem solving skills. These deficits coexist with strengths in rote verbal learning, phoneme-grapheme matching, verbal output, and verbal classification. The deficits have been hypothesized to lead to a configuration of psychosocial and academic problems including difficulties with mathematics, increased rates of internalized psychopathology and social deficits.; This study compared performance of three groups of children: NVLD, verbal learning disabilities (VLD) and controls. The results show that the criteria used to identify NVLD may not differentiate these children. Children with NVLD can show good math abilities, especially in relation to their robust verbal skills. Some children with NVLD exhibit social deficits; however, these difficulties could be linked to difficulties with executive functions. Finally, their visual-perceptual deficits may arise primarily from difficulty locating objects in space.; As part of a reconceptualization of NVLD it may be helpful for diagnostic and treatment purposes to reserve the term for children whose visual-spatial deficits are primary and severe enough to affect academic performance. Given the integral nature of social relations in children's lives, a separate category (e.g., social processing disorder) could be created for children whose social skills deficits are primary and impair their social interactions.; The results of this study also support the delineation of a brain system for social processing that involves both the efficient perception of people and the ability to profit from environmental feedback. |
