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Aggravated and humiliated (ridiculously long; sorry)
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<blockquote data-quote="confuzzled" data-source="post: 378532" data-attributes="member: 8831"><p><em>I had asked the teacher whether she thought he might have inattentive ADD, and she said no because he scores very highly (98/99th percentile) on standardized tests, and inattentive kids can't get far enough on such tests to score highly. The doctor disagreed, saying that sometimes the inattentiveness only becomes apparent when the material becomes more difficult, while in fact it has been there all along. (And if Odin is only beginning to realize he has such a problem, wouldn't that explain at least part of the anxiety and depression?)</em></p><p> </p><p>i'd agree with the doctor on that one. </p><p> </p><p>consider the fact that the teacher is comparing him to the other students in the class. </p><p>i may have told this story before, so forgive me if its a rehash. </p><p>when mine was learning multiplication, i was worked into a frenzy because she just couldnt seem to get the higher numbers consistantly and it was clear she wasnt fully getting it, at least to any reasonable adult that memorized the times tables and knows them by rote.</p><p>teacher said she was doing fine. </p><p>i was dumbfounded...i kept saying, but she doesnt KNOW them.</p><p>until the day that a stack of test papers accidently got stuck together and all came home with my daughter. </p><p>she was on the 8's, and missed two after studying hard and practicing at the bus stop.</p><p> </p><p>the other papers?</p><p> </p><p>were all on the 2's, with the majority wrong.</p><p> </p><p>so my point is, when the teacher compared my daughter to the rest of the pack, well, sure...she was doing beautifully. </p><p> </p><p>maybe O is a genius in the land of the average, and his natural intelligence is overcompensating for add-in.</p><p>i can tell you from my experience--my youngest does exactly that--she has crazy retention *WHEN* she focuses. she has an inate ability to extract the important and zone on the rest of the material.</p><p>we only realized just how much this impacted her during a specific class, one in which she was taught 5 ways to do 1 thing at a variety of times....she knew it alright, she just had no idea when to do what with which variety, LOL. so she <em>missed</em> the big picture, so to speak. i suspect she wasnt alone, but i know mine well enough to know it couldnt go on a second longer, and we intervened immediately.</p><p> </p><p>she's also in the 99th%tile, and has been an honor roll student every quarter of her young academic life. and not only has add-in, or combined (its up for debate which variety, and/or if its a primary diagnosis or a symptom of others--take your pick, treatment would be the same), but has more pull-out than a person humanly should, and zones out on the drop of a dime....she cant sustain attention if her life depended on it.</p><p> </p><p>your O might be a similar master of overcompensation, and the question, regarding standardized testing might be what is the test testing? it would stand to reason if he's very bright and can rely on his intelligence on an intelligence testing standardized test he'd be fine. if the test is testing acheivement, it would still be reasonable to assume that underlying intelligence could help one deduce the right answer....i might not know the definition of X word, but in a field of 4 choices, i'd probably be able to narrow it down if i knew the meaning of the parts of the word...that example shows how my natural abilities would not necessarly correlate with my yearly acheivement, Know what I mean??</p></blockquote><p></p>
[QUOTE="confuzzled, post: 378532, member: 8831"] [I]I had asked the teacher whether she thought he might have inattentive ADD, and she said no because he scores very highly (98/99th percentile) on standardized tests, and inattentive kids can't get far enough on such tests to score highly. The doctor disagreed, saying that sometimes the inattentiveness only becomes apparent when the material becomes more difficult, while in fact it has been there all along. (And if Odin is only beginning to realize he has such a problem, wouldn't that explain at least part of the anxiety and depression?)[/I] i'd agree with the doctor on that one. consider the fact that the teacher is comparing him to the other students in the class. i may have told this story before, so forgive me if its a rehash. when mine was learning multiplication, i was worked into a frenzy because she just couldnt seem to get the higher numbers consistantly and it was clear she wasnt fully getting it, at least to any reasonable adult that memorized the times tables and knows them by rote. teacher said she was doing fine. i was dumbfounded...i kept saying, but she doesnt KNOW them. until the day that a stack of test papers accidently got stuck together and all came home with my daughter. she was on the 8's, and missed two after studying hard and practicing at the bus stop. the other papers? were all on the 2's, with the majority wrong. so my point is, when the teacher compared my daughter to the rest of the pack, well, sure...she was doing beautifully. maybe O is a genius in the land of the average, and his natural intelligence is overcompensating for add-in. i can tell you from my experience--my youngest does exactly that--she has crazy retention *WHEN* she focuses. she has an inate ability to extract the important and zone on the rest of the material. we only realized just how much this impacted her during a specific class, one in which she was taught 5 ways to do 1 thing at a variety of times....she knew it alright, she just had no idea when to do what with which variety, LOL. so she [I]missed[/I] the big picture, so to speak. i suspect she wasnt alone, but i know mine well enough to know it couldnt go on a second longer, and we intervened immediately. she's also in the 99th%tile, and has been an honor roll student every quarter of her young academic life. and not only has add-in, or combined (its up for debate which variety, and/or if its a primary diagnosis or a symptom of others--take your pick, treatment would be the same), but has more pull-out than a person humanly should, and zones out on the drop of a dime....she cant sustain attention if her life depended on it. your O might be a similar master of overcompensation, and the question, regarding standardized testing might be what is the test testing? it would stand to reason if he's very bright and can rely on his intelligence on an intelligence testing standardized test he'd be fine. if the test is testing acheivement, it would still be reasonable to assume that underlying intelligence could help one deduce the right answer....i might not know the definition of X word, but in a field of 4 choices, i'd probably be able to narrow it down if i knew the meaning of the parts of the word...that example shows how my natural abilities would not necessarly correlate with my yearly acheivement, Know what I mean?? [/QUOTE]
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