Nonverbal Learning Disabilities systematically identifies, describes, and explains the elements and dynamics of the nonverbal learning disabilities (NLD) syndrome. In addition, this groundbreaking work explores the ramifications of the NLD syndrome for both the theoretical and applied aspects of the neuropsychology of learning disabilities in particular, and for the field of child-clinical neuropsychology in general. Following an introductory overview, in which the development of a theory of the NLD syndrome is placed in its historical context, there is an informative survey of the different approaches that have been employed to determine the neuropsychological characteristics of various learning-disability subtypes. Examined here are criteria for the designation of children as nonverbal learning disabled. Also highlighted is another important focus of recent investigative efforts: the socio-emotional disturbances of learning-disabled children. To better understand the clinical implications of the NLD syndrome, several case studies of children and adolescents are presented, along with the results of their comprehensive neuropsychological examinations. Subsequent chapters are all devoted to an in-depth examination of the NLD syndrome - its characteristics (both assets and deficits), dynamics, and manifestations. Also discussed are the theoretical principles, developmental mechanisms, theoretical and clinical implications, and empirical tests of the Rourke (1987) NLD model. For child-clinical psychologists, neuropsychologists, school psychologists, child psychiatrists, paediatric neurologists, and others involved with the learning impaired, this book provides a complete and authoritative account of the identification and classification of the NLD syndrome.