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Journal of Learning Disabilities
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Nonverbal Learning Disabilities and Socioemotional Functioning

A Review of Recent Literature

Sara S. Little

Sara S. Little is completing her doctorate in school psychology at the University of Rhode Island and is a recipient of a URI graduate fellowship. She holds a master's degree in special education from the University of Delaware. She is certified in New Hampshire as a specialist in the assessment of intellectual functioning and as a learning disabilities teacher, and in Massachusetts in elementary and special education. Her research interests include the socioemotional functioning of children with learning disabilities and the development of prosocial behavior in children with and without handicaps.

Over the past decade, there has been increasing interest in the use of subtyping techniques for research and treatment of learning disabilities (LD). This article presents an overview of the current literature relating to a nonverbal learning disabilities (NLD) subtype. Research on the relationship between nonverbal learning disabilities and socioemotional functioning is critically reviewed. Issues of generalizability of research outcomes, individual differences, and treatment validity are addressed. Emphasis is on findings that are most likely to have direct relevance for practitioners.

Journal of Learning Disabilities, Vol. 26, No. 10, 653-665 (1993)
DOI: 10.1177/002221949302601003
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