Analysis of Research Trends on Interventions for Nonverbal Learning Disability: NVLD

This study explored domestic and international research trends on interventions for Nonverbal Learning Disability(NVLD), a hidden learner in the educational field, to offer educational implications. From 2004 to 2024, a total of 10 studies were systematically reviewed to analyze research trends, including experimental designs, independent and dependent variables, and other relevant factors. Additionally, the effect size & quality indicator of each intervention study was assessed to identify interventions suitable as evidence-based practices (EBP). The analysis revealed that most NVLD intervention studies involved small sample sizes, mainly focusing on elementary and middle school students. The primary dependent variables were visuospatial abilities, psychological functioning, and social skills. Interventions included visual or psychological therapy, as well as other relevant approaches tailored to the dependent variables. Several studies showed high effect sizes, particularly those addressing cognitive and psychological challenges, while high-quality indicators were found in the information of participants and the intervention. Based on these findings, the study discussed strategies for NVLD intervention and provided suggestions for future research directions.