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Can anyone interpret test results? (Long and boring)
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<blockquote data-quote="seriously" data-source="post: 440598" data-attributes="member: 11920"><p>Didn't he provide a written narrative report that explains/interprets his findings? Something more than just the numbers?</p><p></p><p>WISC IV -</p><p></p><p>What did he say to explain the very high Picture Concept score (superior range)? And the slightly low Comprehension score (below average)? The Comprehension score is not actually really low - the WISC IV is harder than the WISC III and her overall average SS is 9 making a score of 6 within 3 points or 1 standard deviation.</p><p></p><p>Did he discuss the PRI (perceptual reasoning index) score at all? This is the one that is based on 3 subtests (BD, picture Conc, MR) with a variance of greater than 5 pts. which normally might cause this index to be unreliable particularly since the range of subtest scores is 9 points?</p><p></p><p>I don't mean to imply that this kind of scatter is "abnormal" in any way. Up to a 9 point subtest scatter, while not typical, is not necessarily significant. But she has an overall subtest scatter of 10 points (6 low to 16 high) and I would expect him to at least acknowledge this and offer an interpretation, particularly of the very high score.</p><p></p><p>Picture Concepts represents the intersection of the visual and the verbal. The child is presented with 2 sets of pictures and has to chose which items go together from each set. For example, card one might show a ship and a coloring book. card two might show a bird and a crayon. Which go together? coloring book and crayon. They have to give a "language" answer (usually verbally) based on the accurate and quick analysis of visual information.</p><p></p><p>This might be an important clue to her area of strength that would be helpful to know.</p><p></p><p>WIAT-III</p><p></p><p>I'm not very familiar with this one so my only comment is - what did he say (if anything) about the fact that there is a 2 standard deviation spread (30 points) in the standard scores?</p><p></p><p>I would ask him more about how this test is conducted and what conclusions he would draw about her relative strengths and weaknesses in processing verbal vs. visual information in this context. Fluency (speed) is clearly not a problem with automatic information like addition. Automatic information/knowledge is information that we have repeated to the point that we don't have to "think" about it to know it. You look at 2 + 2 and you just know it equals 4. She seems to have no problem storing and retrieving that kind of information for basic math but she has trouble figuring out the steps or operations to use to solve a problem.</p><p></p><p>It looks like she could benefit from some very explicit instruction in general problem solving strategies like you need when you face a word problem. It really boils down to pattern recognition of a sort. You have to learn to recognize common elements and what math operation to apply to those elements. If the problem involves 15.9 is to 378 as 10 is to ? then you can say that it is essentially a division (or inversely a multiplication) problem. Knowing that is the first step. Then you need to be able to figure out how to put the information into that format. This is classic "speeding train" word problem stuff. she might find that drawing herself a picture of the problem that lets her "see" the problem will help her solve it more quickly, even if it's just icons.</p><p> </p><p>This same skill is kind of assessed on the WISC IV with the Matrix Reasoning (MR) subtest where she had to identify the pattern she was seeking (for example, red/blue/green order of colors in stacked stars) and then identify that pattern from among several choices (stacked boxes with variations on that order - red/green/blue; blue/red/green; red/blue/green) while discarding visual information that wasn't important to the comparison, in this example the shapes. Color order: important; shape: not important. She had some trouble with that task too.</p><p></p><p>Clearly the NEPSY results are "normal"</p><p></p><p>DKEFS is pretty unremarkable in terms of scores that stick out except for the Tower test and the Fluency tests. Speed of processing doesn't seem to be a weak point.</p><p></p><p>Tower test is a problem solving thing again. It would be interesting to see what he says happened when she tried this test. Some people think it is a very good measure of attention because you have to plan your moves out ahead to be really successful. People who are impulsive typically don't do well because they find it hard to do the planning involved. But there could be other explanations too. Motor planning problems are at the top of that list and you could ask him if he found anything else to suggest this was a problem for her.</p><p></p><p>The BRIEF is entirely a parent-report scale. As such it has limited value and serves as a screening tool. My difficult child 2's scores on this were off the chart. Way higher than yours in nearly every category. That's not to say she doesn't have issues - just you have to be cautious in how you interpret the results and how important are those results. And it has a confidence interval of +/- 4 points to take into consideration too. That means that a score of 66 could actually be anywhere from 62 to 70.</p><p></p><p>It's true that anything over a t-score of 65 is considered clinically significant. The Metacognition Index was the only significant index. since the other index's were pretty good I would say that definitely points to an area of weakness.</p><p></p><p>Metacognition is the ability to think about the way you think. The really good thing about this - most people can and do learn to do this to some extent. But it can be explicitly taught if needed. And it looks like this is an area of weakness for her. Her biggest problem may be motivation and maturity to understand that she needs these skills to do well and that they really aren't that hard to learn or practice.</p></blockquote><p></p>
[QUOTE="seriously, post: 440598, member: 11920"] Didn't he provide a written narrative report that explains/interprets his findings? Something more than just the numbers? WISC IV - What did he say to explain the very high Picture Concept score (superior range)? And the slightly low Comprehension score (below average)? The Comprehension score is not actually really low - the WISC IV is harder than the WISC III and her overall average SS is 9 making a score of 6 within 3 points or 1 standard deviation. Did he discuss the PRI (perceptual reasoning index) score at all? This is the one that is based on 3 subtests (BD, picture Conc, MR) with a variance of greater than 5 pts. which normally might cause this index to be unreliable particularly since the range of subtest scores is 9 points? I don't mean to imply that this kind of scatter is "abnormal" in any way. Up to a 9 point subtest scatter, while not typical, is not necessarily significant. But she has an overall subtest scatter of 10 points (6 low to 16 high) and I would expect him to at least acknowledge this and offer an interpretation, particularly of the very high score. Picture Concepts represents the intersection of the visual and the verbal. The child is presented with 2 sets of pictures and has to chose which items go together from each set. For example, card one might show a ship and a coloring book. card two might show a bird and a crayon. Which go together? coloring book and crayon. They have to give a "language" answer (usually verbally) based on the accurate and quick analysis of visual information. This might be an important clue to her area of strength that would be helpful to know. WIAT-III I'm not very familiar with this one so my only comment is - what did he say (if anything) about the fact that there is a 2 standard deviation spread (30 points) in the standard scores? I would ask him more about how this test is conducted and what conclusions he would draw about her relative strengths and weaknesses in processing verbal vs. visual information in this context. Fluency (speed) is clearly not a problem with automatic information like addition. Automatic information/knowledge is information that we have repeated to the point that we don't have to "think" about it to know it. You look at 2 + 2 and you just know it equals 4. She seems to have no problem storing and retrieving that kind of information for basic math but she has trouble figuring out the steps or operations to use to solve a problem. It looks like she could benefit from some very explicit instruction in general problem solving strategies like you need when you face a word problem. It really boils down to pattern recognition of a sort. You have to learn to recognize common elements and what math operation to apply to those elements. If the problem involves 15.9 is to 378 as 10 is to ? then you can say that it is essentially a division (or inversely a multiplication) problem. Knowing that is the first step. Then you need to be able to figure out how to put the information into that format. This is classic "speeding train" word problem stuff. she might find that drawing herself a picture of the problem that lets her "see" the problem will help her solve it more quickly, even if it's just icons. This same skill is kind of assessed on the WISC IV with the Matrix Reasoning (MR) subtest where she had to identify the pattern she was seeking (for example, red/blue/green order of colors in stacked stars) and then identify that pattern from among several choices (stacked boxes with variations on that order - red/green/blue; blue/red/green; red/blue/green) while discarding visual information that wasn't important to the comparison, in this example the shapes. Color order: important; shape: not important. She had some trouble with that task too. Clearly the NEPSY results are "normal" DKEFS is pretty unremarkable in terms of scores that stick out except for the Tower test and the Fluency tests. Speed of processing doesn't seem to be a weak point. Tower test is a problem solving thing again. It would be interesting to see what he says happened when she tried this test. Some people think it is a very good measure of attention because you have to plan your moves out ahead to be really successful. People who are impulsive typically don't do well because they find it hard to do the planning involved. But there could be other explanations too. Motor planning problems are at the top of that list and you could ask him if he found anything else to suggest this was a problem for her. The BRIEF is entirely a parent-report scale. As such it has limited value and serves as a screening tool. My difficult child 2's scores on this were off the chart. Way higher than yours in nearly every category. That's not to say she doesn't have issues - just you have to be cautious in how you interpret the results and how important are those results. And it has a confidence interval of +/- 4 points to take into consideration too. That means that a score of 66 could actually be anywhere from 62 to 70. It's true that anything over a t-score of 65 is considered clinically significant. The Metacognition Index was the only significant index. since the other index's were pretty good I would say that definitely points to an area of weakness. Metacognition is the ability to think about the way you think. The really good thing about this - most people can and do learn to do this to some extent. But it can be explicitly taught if needed. And it looks like this is an area of weakness for her. Her biggest problem may be motivation and maturity to understand that she needs these skills to do well and that they really aren't that hard to learn or practice. [/QUOTE]
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Can anyone interpret test results? (Long and boring)
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