So the complication with NVLD is that it is defined more by what it isn't than by what it is--it's not a language-based learning disability (hence nonverbal). Not-language could mean visual spatial skills, and it could also mean nonverbal reasoning (which is much of the FRI). My observation with NVLD is that the long-term deficit academically typically ends up in higher-level math--which could be due to challenges in visualizing it, or challenges in conceptualizing it.
Yes, the classic NVLD is visual spatial in nature, but for whatever reason (visual spatial or nonverbal reasoning), many people who could be given the NVLD descriptor are rigid/rule-bound, quirky, and have challenges with social perception and emotional regulation, which is why one of the ongoing discussions for years has been what the distinction between NVLD and high-functioning ASD is.
In terms of data sets associating NVLD one way or the other, I don't know that there is a good research base on that topic with the WISC-V at this moment.
