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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

83
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
83
Visual Agnosia01:12

Visual Agnosia

174
Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

57
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Intellectual Disability01:29

Intellectual Disability

38
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
38
Depth Perception and Spatial Vision01:15

Depth Perception and Spatial Vision

545
Depth perception is the ability to perceive objects three-dimensionally. It relies on two types of cues: binocular and monocular. Binocular cues depend on the combination of images from both eyes and how the eyes work together. Since the eyes are in slightly different positions, each eye captures a slightly different image. This disparity between images, known as binocular disparity, helps the brain interpret depth. When the brain compares these images, it determines the distance to an object.
545
Prosopagnosia01:24

Prosopagnosia

123
Prosopagnosia, also known as face blindness, is the inability to recognize faces. In severe cases, individuals with prosopagnosia may not recognize close family members, including parents and spouses, by their faces. For instance, someone with prosopagnosia might walk past their child in a crowd, only realizing their mistake upon noticing their child's distinctive backpack or favorite jacket. Prosopagnosia specifically impairs facial recognition, while the recognition of other objects or...
123

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Updated: Jun 1, 2025

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Report of a Work Group on Nonverbal Learning Disability: Consensus Criteria for Developmental Visual-Spatial

Prudence W Fisher1, Hillary D Litwin2, Mark A Riddle3

  • 1Columbia University Vagelos College of Physicians and Surgeons, New York, New York; New York State Psychiatric Institute, New York, New York.

Journal of the American Academy of Child and Adolescent Psychiatry
|January 19, 2025
PubMed
Summary

A working group reconceptualized nonverbal learning disability (NVLD) as developmental visual-spatial disorder (DVSD). This new definition aims to improve identification and research for individuals with visual-spatial deficits.

Keywords:
NVLDnonverbal learning disabilityvisual-spatial deficits

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Area of Science:

  • Neuroscience
  • Psychiatry
  • Developmental Psychology

Background:

  • Nonverbal learning disability (NVLD) is not formally recognized in diagnostic manuals, leading to varied definitions and inconsistent identification.
  • Existing research suggests NVLD is a distinct disorder characterized by specific cognitive deficits.

Purpose of the Study:

  • To establish a consensus-based, standard definition for NVLD, suitable for inclusion in diagnostic systems like the DSM.
  • To rename NVLD to developmental visual-spatial disorder (DVSD) to accurately reflect its core deficit.

Main Methods:

  • An iterative, consensus-driven process, mirroring DSM-5 revisions, was employed to develop criteria for DVSD.
  • Feedback was gathered from NVLD experts, mental health practitioners, and stakeholders (individuals with NVLD and parents).

Main Results:

  • The criteria evolved towards a focused definition of persistent deficits in visual-spatial information processing and integration.
  • Stakeholder feedback indicated acceptance of the proposed name, developmental visual-spatial disorder (DVSD).

Conclusions:

  • A standardized definition for DVSD will enhance the accurate identification of youth with visual-spatial deficits and functional impairments.
  • This reconceptualization is expected to advance research in the field of developmental disorders.