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IQ/Working Memory/ADD?
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<blockquote data-quote="svengandhi" data-source="post: 187558" data-attributes="member: 3493"><p>Smallworld gave a really good explanation of the test measures.</p><p></p><p>I do want to say that when you deal with a child who may have an Learning Disability (LD), the scores are not as indicative of things as when you are dealing with a non-Learning Disability (LD) child of whatever level of intelligence. When you add ADD to the mix, it skews the scores even more. Have you tried Adderall? Ritalin did not work for my ADD boy, but Adderall has.</p><p></p><p>My Learning Disability (LD) son (pure dyslexia) tests low on IQ, etc. compared to his sibs. Even ODD boy tests at near 140, while Learning Disability (LD) boy has a full scale of 107. We were told early on to completely disregard his IQ score as it bears very little relationship to his actual intelligence. He is not as quick in math as ODD boy, but has much better inter-personal skills and is as good at history and science.</p><p></p><p>That said, on the WISC-IV his numbers were similar to your son (he is now 12 but was almost 10 when tested). He had Full Scale or basic of 107, VCI of 119 (his vocab skills are in the 99th %ile, even when he couldn't read), PRI is 108 and working memory 107. His processing speed is the biggest issue, but not unexpected with Learning Disability (LD) and is 78. To me, it appears to me that your son does have some type of Learning Disability (LD). None of my other kids is Learning Disability (LD) and none of them have a testing profile like this one's. </p><p></p><p>When he was younger, we would let him use a tape recorder for his HW so he could just blurt his ideas down before he forgot them! He thinks way faster than he writes or keyboards.</p><p></p><p>Some Learning Disability (LD) kids act out because they are frustrated over the discrepancy in their lives. They KNOW they are smart, but they can't produce in the way school wants them to. My son used to cry because kids who were nowhere near as smart as him were reading and he couldn't yet. Fortunately, he has terrific people skills and most of his classmates adored him and would defend him when other kids teased him about his poor reading and writing. We had him in counseling but stopped when he left public school.</p><p></p><p>We now have him in a private Learning Disability (LD) school (SD paying, VERY long story) and he is at the top of the heap, which helps his self-esteem. It also helps that he is being taught in a way that he can learn in.</p><p></p><p>My son is lucky in that he has no co-morbid behavioral issues which can complicate the diagnosis and the help you get. Don't let them categorize him as ED unless there is no other way. ODD boy is ED but that's because he has no Learning Disability (LD)'s (other than anxiety masquerading as perfectionism which impedes his writing; after much fighting, I got him a diagnosis of "Disorder of Written Expression" which since it appears in the DSM-IVR is actually an ED diagnosis).</p><p></p><p>In any event, keep pushing. Sometimes, the teaching schools will have grad students do evaluations (under supervision) so they can get training in administering and scoring the tests) and the charge is alot less. We got one of those for our kids to see if it was in the same neighborhood as the school's testing and since it was we opted not to spend the thousands that 5 sets of private testing would cost. </p><p></p><p>Make sure that you get the FULL report, with all sub-tests. Those often show the issues more clearly than the full scale does. A wide discrepancy in sub-tests is clinically significant. For instance, my daughter has a 42 point discrepancy between PIQ and VIQ (old tests used as she's now 16). All they told us was her full scale which was in the gifted range. It was not until I got the sub-tests that I realized WHY a kid with her IQ sucked at math and that she wasn't just lazy. </p><p></p><p> Wright's law website has an excellent section on deciphering and interpreting the scores. I never go to a CSE without having run my child's report through that first. </p><p></p><p>Good luck to you.</p></blockquote><p></p>
[QUOTE="svengandhi, post: 187558, member: 3493"] Smallworld gave a really good explanation of the test measures. I do want to say that when you deal with a child who may have an Learning Disability (LD), the scores are not as indicative of things as when you are dealing with a non-Learning Disability (LD) child of whatever level of intelligence. When you add ADD to the mix, it skews the scores even more. Have you tried Adderall? Ritalin did not work for my ADD boy, but Adderall has. My Learning Disability (LD) son (pure dyslexia) tests low on IQ, etc. compared to his sibs. Even ODD boy tests at near 140, while Learning Disability (LD) boy has a full scale of 107. We were told early on to completely disregard his IQ score as it bears very little relationship to his actual intelligence. He is not as quick in math as ODD boy, but has much better inter-personal skills and is as good at history and science. That said, on the WISC-IV his numbers were similar to your son (he is now 12 but was almost 10 when tested). He had Full Scale or basic of 107, VCI of 119 (his vocab skills are in the 99th %ile, even when he couldn't read), PRI is 108 and working memory 107. His processing speed is the biggest issue, but not unexpected with Learning Disability (LD) and is 78. To me, it appears to me that your son does have some type of Learning Disability (LD). None of my other kids is Learning Disability (LD) and none of them have a testing profile like this one's. When he was younger, we would let him use a tape recorder for his HW so he could just blurt his ideas down before he forgot them! He thinks way faster than he writes or keyboards. Some Learning Disability (LD) kids act out because they are frustrated over the discrepancy in their lives. They KNOW they are smart, but they can't produce in the way school wants them to. My son used to cry because kids who were nowhere near as smart as him were reading and he couldn't yet. Fortunately, he has terrific people skills and most of his classmates adored him and would defend him when other kids teased him about his poor reading and writing. We had him in counseling but stopped when he left public school. We now have him in a private Learning Disability (LD) school (SD paying, VERY long story) and he is at the top of the heap, which helps his self-esteem. It also helps that he is being taught in a way that he can learn in. My son is lucky in that he has no co-morbid behavioral issues which can complicate the diagnosis and the help you get. Don't let them categorize him as ED unless there is no other way. ODD boy is ED but that's because he has no Learning Disability (LD)'s (other than anxiety masquerading as perfectionism which impedes his writing; after much fighting, I got him a diagnosis of "Disorder of Written Expression" which since it appears in the DSM-IVR is actually an ED diagnosis). In any event, keep pushing. Sometimes, the teaching schools will have grad students do evaluations (under supervision) so they can get training in administering and scoring the tests) and the charge is alot less. We got one of those for our kids to see if it was in the same neighborhood as the school's testing and since it was we opted not to spend the thousands that 5 sets of private testing would cost. Make sure that you get the FULL report, with all sub-tests. Those often show the issues more clearly than the full scale does. A wide discrepancy in sub-tests is clinically significant. For instance, my daughter has a 42 point discrepancy between PIQ and VIQ (old tests used as she's now 16). All they told us was her full scale which was in the gifted range. It was not until I got the sub-tests that I realized WHY a kid with her IQ sucked at math and that she wasn't just lazy. Wright's law website has an excellent section on deciphering and interpreting the scores. I never go to a CSE without having run my child's report through that first. Good luck to you. [/QUOTE]
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