Constructing and Validating of the Neuropsychological Test for Diagnosis of Non-verbal Learning Disorders for Students of Elementary Schools

deficits and difficulty in neuropsychological functions are the most important  component of the non-verbal learning disorders. The purpose of this study was to constructing , Investigating Reliability and Validating of the  neuropsychological test  for diagnosis of  non-verbal  learning disorders. The research method is descriptive-survey.The statistical population includes all girl  and boy  students of elementary schools in Alborz province who studied in the academic year of 1396-97.The research sample consisted of 480 students from the first to sixth grade elementary schools of the Alborz province, selected by multistage cluster sampling  method  and were  assessed with The researcher-made test for non-verbal learning disorders,Perceptual reasoning subtest and verbal comprehension subtest  from WISC-IV. The external and content validity of the scale was approved by two experts in this field. Also, for investigate of external validity, the effects of the scores were used and the content validity was assessed by two a) the Content Validity Ratio (CVR), and b) Content Validity Index (CVI). The concurrent  validity of the scale was investigate using the Perceptual  reasoning subtest from WISC-IV. The discriminant validity of the scale was investigate using the verbal comprehension  subtest  from WISC-IV. In order to investigate the construct validity, Factor analysis method was used in the main components and the varimax variables were used . The results confirmed the external validity, content validity ,concurrent validity, discriminant validity and construct validity of the researcher-made test.The reliability of the test by calculating the Cronbach's alpha was 0.81 and with  split–half method was 0.78.clinical cut off point were 18.50.   based on the results of the present study, it can be concluded that  the  neuropsychological  test for diagnosis  of  non-verbal learning disorders has adequate validity and  reliability and can be used as a valid tool for the diagnosis of non-verbal learning disorders in elementary school students.