A study published in JAMA Network Open identifies four distinct profiles of Nonverbal Learning Disability (NVLD), providing evidence that may help refine diagnostic criteria and guide more individualized approaches to care for children and families.
Led by Dr. Amy Margolis of The Ohio State University, in collaboration with researchers at the Child Mind Institute, the study analyzed data from 180 children.
Results showed that NVLD is not a uniform condition but instead presents in a variety of ways, with each profile linked to different strengths and challenges. These findings add weight to recent proposals to reconceptualize the condition as Developmental Visual-Spatial Disorder (DVSD), reflecting its core deficit in visual-spatial reasoning.
“This research adds important evidence to our understanding of NVLD,” said Dr. Margolis, lead author. “We’ve found that what has often been considered a single condition may actually reflect multiple profiles, each with different strengths and vulnerabilities. This variation is critical to consider when it comes to screening, detection, and treatment.”
The study revealed that three of the four profiles reflected NVLD with clear visual-spatial deficits, while one profile showed no specific impairments—suggesting that current research criteria may be too broad.
Key findings:
- Four distinct NVLD profiles with unique patterns of visual-spatial ability, academic performance, and psychiatric symptoms
- Variation in risks for common co-occurring conditions such as anxiety, attention problems, and learning disorders
- Evidence that tailoring diagnosis and support to a child’s NVLD profile could improve detection and treatment
“These findings point toward the potential for more precise diagnosis and individualized treatment planning,” said 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.”
“The NVLD Project is proud to support research that brings much-needed clarity to this overlooked condition,” said Laura Lemle, Founder of the NVLD Project. “Families have long struggled with inconsistent definitions and limited resources. Studies like this move us closer to accurate diagnosis and effective support for children with NVLD.”
The authors note that in this study, diagnoses were based on test scores rather than clinical interviews, and the sample was not fully representative of the general population. Future studies should include clinical assessments and explore how different NVLD profiles intersect with co-occurring conditions.
More information:
Amy E. Margolis et al, Profiles in Nonverbal Learning Disability, Academic Skills, and Psychiatric Diagnoses in Children, JAMA Network Open (2025). DOI: 10.1001/jamanetworkopen.2025.33848
Provided by
The Child Mind Institute
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