Abstract

The current study was carried out to investigate which factors influence the administration of SVS questionnaire for teachers and SVS questionnaire for children, two tools that where originally developed to screen students with visuo-spatial problems. One hundred and fiftysix third, fourth and fifth graders attending several Sardinian schools were presented the SVS questionnaire for children and a battery of objective measures assessing verbal and visuo-spatial intellectual efficiency, whereas their teachers were asked to complete the SVS questionnaire for teachers. Our results show that SVS questionnaire for children and SVS questionnaire for teachers are affected by a series of non-specific factors but remain useful tools for the early screening of visuo-spatial functions in primary school and the identification of children with a profile of nonverbal learning disability (NLD).