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<blockquote data-quote="Marguerite" data-source="post: 288531" data-attributes="member: 1991"><p>He does sound Pervasive Developmental Disorder (PDD) to me, certainly enough to have it checked out independently.</p><p></p><p>With IQ tests - if there is a large discrepancy between different sub-scores then the results SHOULD NOT be averaged out to give you one overall score. In other words, if he scored low (below average, which would mean <10) in some areas but high (say >14) in other areas, then you should not consider that he has an IQ of 107. Instead, you look to the high score areas as a more likely indication of his true intelligence level, with the low score areas indicating the areas of learning difficulty, where he needs help.</p><p></p><p>Wide-ranging scores like this usually go hand in hand with a bored, frustrated and challenged child. You get the high IQ but not the matching achievements.</p><p></p><p>How does he seem to you, in terms of intelligence? The increasing use of big words IS NOT likely to be him trying to impress; it's siply that he has learned tose words and what use are learned words for, if not to use them?</p><p></p><p>I get the same from difficult child 3. Just today I was listening to him talking to his teacher, I overhead difficult child 3 volunteer the information that "I'm improving my ability to prioritise." He wasn't being pretentious - he felt the words were appropriate and so he used them.</p><p></p><p>Similarly, difficult child 1 at 6 years old was a dinosaur nut. He told me that when he grew up he wanted to be a palaeontologist. Someone overheard this and challenged hi to explain what he meant, so he did - he explained that a palaeontologist studies fossils and what they mean in terms of the history of life on earth. Not bad for 6 years old! However, when IQ tested at the same time, he "failed" as I described earlier.</p><p></p><p>I suspect your son is a lot smarter than the test scored him. it often happens with any learnnig difficulties, because the tests were never designed using learning difficulty kids in the original samples.</p><p></p><p>Serious suggestion - read up on Asperger's Syndrome, look for stuff written by Tony Attwood (it will cheer you up no end, he's very positive) and use it as your working hypothesis. Also, get your hands on "The Explosive Child" by Ross Greene, a lot of us have found that book helped a great deal.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 288531, member: 1991"] He does sound Pervasive Developmental Disorder (PDD) to me, certainly enough to have it checked out independently. With IQ tests - if there is a large discrepancy between different sub-scores then the results SHOULD NOT be averaged out to give you one overall score. In other words, if he scored low (below average, which would mean <10) in some areas but high (say >14) in other areas, then you should not consider that he has an IQ of 107. Instead, you look to the high score areas as a more likely indication of his true intelligence level, with the low score areas indicating the areas of learning difficulty, where he needs help. Wide-ranging scores like this usually go hand in hand with a bored, frustrated and challenged child. You get the high IQ but not the matching achievements. How does he seem to you, in terms of intelligence? The increasing use of big words IS NOT likely to be him trying to impress; it's siply that he has learned tose words and what use are learned words for, if not to use them? I get the same from difficult child 3. Just today I was listening to him talking to his teacher, I overhead difficult child 3 volunteer the information that "I'm improving my ability to prioritise." He wasn't being pretentious - he felt the words were appropriate and so he used them. Similarly, difficult child 1 at 6 years old was a dinosaur nut. He told me that when he grew up he wanted to be a palaeontologist. Someone overheard this and challenged hi to explain what he meant, so he did - he explained that a palaeontologist studies fossils and what they mean in terms of the history of life on earth. Not bad for 6 years old! However, when IQ tested at the same time, he "failed" as I described earlier. I suspect your son is a lot smarter than the test scored him. it often happens with any learnnig difficulties, because the tests were never designed using learning difficulty kids in the original samples. Serious suggestion - read up on Asperger's Syndrome, look for stuff written by Tony Attwood (it will cheer you up no end, he's very positive) and use it as your working hypothesis. Also, get your hands on "The Explosive Child" by Ross Greene, a lot of us have found that book helped a great deal. Marg [/QUOTE]
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