History
While various nonverbal learning difficulties were recognized since early studies in child neurology, there is ongoing debate as to whether/or the extent to which existing conceptions of NVLD provide a valid diagnostic framework.As presented in 1967, "nonverbal disabilities" (p. 44) or "disorders of nonverbal learning" was a category encompassing non-linguistic learning problems. "Nonverbal learning disabilities" were further discussed by Myklebust in 1975 as representing a subtype of learning "disability" with a range of presentations involving "mainly visual cognitive processing," social imperception, a gap between higher verbal ability and lower nonverbal processing, as well as difficulty with handwriting. Later neuropsychologist Byron Rourke sought to develop consistent criteria with a theory and model of brain functioning that would establish NVLD as a distinct syndrome (1989).Questions remain about how best to frame the perceptual, cognitive and motor issues associated with NVLD. See also
Alexithymia – difficulty with understanding emotions
Childrens Nonverbal Learning Disabilities Scale
Deficits in attention, motor control and perception

References
Further reading
Books
Thompson, Sue (1997). The Source for Nonverbal Learning Disorders. East Moline, IL: LinguiSystems. ISBN 978-0760601631. Palombo, Joseph (2006). Nonverbal Learning Disabilities: A Clinical Perspective. New York: W.W. Norton. ISBN 9780393704785. Broitman, Jessica; Davis, John M. (2013). Treating NVLD in Children Professional Collaborations for Positive Outcomes. New York: Springer. ISBN 978-1461461791. By Authors with NVLD
Murphy, Michael Brian (2016). NLD from the Inside Out: Talking to Parents, Teachers, and Teens about Growing Up with Nonverbal Learning Disabilities (Third ed.). Jessica Kingsley Publishers. Fast, Yvona (2004). Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies. with other writers.
Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by core deficits in visual-spatial processing in the presence of intact verbal ability. Additional diagnostic criteria include Average to Superior verbal intelligence and deficits in visuoconstruction abilities, fine-motor coordination, mathematical reasoning, visuospatial memory and social skills. In clinical settings, some diagnoses of attention deficit hyperactivity disorder would be more appropriately classified as NVLD. Signs and symptoms
Considered to be neurologically based, nonverbal learning disorder is characterized by:

impairments in visuospatial processing
discrepancy between Average to Superior verbal abilities and impaired nonverbal abilities such as:
visuoconstruction
fine motor coordination
mathematical reasoning
visuospatial memory
socioemotional skillsPeople with NVLD may have trouble understanding charts, reading maps, assembling jigsaw puzzles, and using an analog clock to tell time. "Clumsiness" is not unusual in people with NVLD, especially children, and it may take a child with NVLD longer than usual to learn how to tie shoelaces or to ride a bicycle.At the beginning of their school careers, children with symptoms of NVLD struggle with tasks that require eye–hand coordination, such as coloring and using scissors, but often excel at memorizing verbal content, spelling, and reading once the shapes of the letters are learned. A child with NVLDs Average or Superior verbal skills can be misattributed to attention deficit hyperactivity disorder, defiant behavior, inattention, or lack of effort.