A Model to Guide the Conceptualization, Assessment, and Diagnosis of Nonverbal Learning Disorder

Abstract

Although many learning disability types are formally recognized in major classification systems such as DSM-IV-TR and ICD-10, Nonverbal Learning Disorder (NLD) is not despite over 40 years of literature addressing its theoretical and neuropsychological foundation, its major features, and the methods by which to assess and diagnose it. Currently, there is no general agreement regarding the defining features of NLD and their relationship to daily functioning. Presented here is a description of NLD in the context of a model aimed at providing a standard language and framework for describing health and health-related states: the International Classification of Functioning, Disability and Health (ICF). It is proposed that the ICF model can guide clinical thinking, professional practice—including assessment, diagnosis, and treatment—and research with respect to NLD, eventually leading to the inclusion of NLD in formal classification systems.