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I just met with the diagnostician to go over the re-evaluation report so I can try to understand it before the IEP meeting. There was resistance to doing a re-evaluation even though my daughter hadn't had a full evaluation since her initial evaluation in kindergarten. We were working with data from when she was six, and she is twelve now. We used that argument, and the re-evaluation was done. However, the test used for intelligence testing is one called Reynolds Intellectual Assessment Scales. Her initial evaluation used the WISC either III or IV I can't remember. How do I relate the scores of the RIAS to the WISC so that I can understand subscore scatter.

I need to know what to make of some of this, as I want to make sure we aren't overlooking anything that is going to be a problem in the future. I have a child who is extremely verbal and has been since a young age...speaking in complete sentences at an early age. She still is very strong verbally, yet she tests with a big discrepancy in verbal and nonverbal. We are talking 25 points difference in her verbal and nonverbal intelligence scores. Her verbal scores are the lower of the two. There was a big discrepancy on the WISC administered in kindergarten too, but I had bigger battles at the time. It is my understanding that IQ scores can drop significantly if a child is tested at a young age when verbal is higher than nonverbal due to the lack of formal instruction, and then is tested when they are older. Even though my daughter is extremely verbal and was talking in paragraphs before she even entered school, her verbal IQ was lower in Kindergarten when tested and in sixth grade when tested. In fact there is little drop in the verbal IQ from kindergarten and now.

If anybody is familiar with this test and can lead me to where I can try to understand the scores better, I would appreciate it. I went to wrightslaw and did a search for Reynolds Intellectual Assessment Scales, but there is no information on it.

I understood what the diagnostician was explaining about learning style and recommendations, but I need to understand the scores to know if there is a hidden problem that needs further testing.

I wish it had been done with the WISC as I understand the subscores and scatter on that.

Thanks for any info.
mistmouse

<blockquote data-quote="mistmouse" data-source="post: 11405" data-attributes="member: 289">I just met with the diagnostician to go over the re-evaluation report so I can try to understand it before the IEP meeting. There was resistance to doing a re-evaluation even though my daughter hadn't had a full evaluation since her initial evaluation in kindergarten. We were working with data from when she was six, and she is twelve now. We used that argument, and the re-evaluation was done. However, the test used for intelligence testing is one called Reynolds Intellectual Assessment Scales. Her initial evaluation used the WISC either III or IV I can't remember. How do I relate the scores of the RIAS to the WISC so that I can understand subscore scatter. I need to know what to make of some of this, as I want to make sure we aren't overlooking anything that is going to be a problem in the future. I have a child who is extremely verbal and has been since a young age...speaking in complete sentences at an early age. She still is very strong verbally, yet she tests with a big discrepancy in verbal and nonverbal. We are talking 25 points difference in her verbal and nonverbal intelligence scores. Her verbal scores are the lower of the two. There was a big discrepancy on the WISC administered in kindergarten too, but I had bigger battles at the time. It is my understanding that IQ scores can drop significantly if a child is tested at a young age when verbal is higher than nonverbal due to the lack of formal instruction, and then is tested when they are older. Even though my daughter is extremely verbal and was talking in paragraphs before she even entered school, her verbal IQ was lower in Kindergarten when tested and in sixth grade when tested. In fact there is little drop in the verbal IQ from kindergarten and now.If anybody is familiar with this test and can lead me to where I can try to understand the scores better, I would appreciate it. I went to wrightslaw and did a search for Reynolds Intellectual Assessment Scales, but there is no information on it.I understood what the diagnostician was explaining about learning style and recommendations, but I need to understand the scores to know if there is a hidden problem that needs further testing.I wish it had been done with the WISC as I understand the subscores and scatter on that.Thanks for any info.mistmouse</blockquote>

[QUOTE="mistmouse, post: 11405, member: 289"] I just met with the diagnostician to go over the re-evaluation report so I can try to understand it before the IEP meeting. There was resistance to doing a re-evaluation even though my daughter hadn't had a full evaluation since her initial evaluation in kindergarten. We were working with data from when she was six, and she is twelve now. We used that argument, and the re-evaluation was done. However, the test used for intelligence testing is one called Reynolds Intellectual Assessment Scales. Her initial evaluation used the WISC either III or IV I can't remember. How do I relate the scores of the RIAS to the WISC so that I can understand subscore scatter. I need to know what to make of some of this, as I want to make sure we aren't overlooking anything that is going to be a problem in the future. I have a child who is extremely verbal and has been since a young age...speaking in complete sentences at an early age. She still is very strong verbally, yet she tests with a big discrepancy in verbal and nonverbal. We are talking 25 points difference in her verbal and nonverbal intelligence scores. Her verbal scores are the lower of the two. There was a big discrepancy on the WISC administered in kindergarten too, but I had bigger battles at the time. It is my understanding that IQ scores can drop significantly if a child is tested at a young age when verbal is higher than nonverbal due to the lack of formal instruction, and then is tested when they are older. Even though my daughter is extremely verbal and was talking in paragraphs before she even entered school, her verbal IQ was lower in Kindergarten when tested and in sixth grade when tested. In fact there is little drop in the verbal IQ from kindergarten and now. If anybody is familiar with this test and can lead me to where I can try to understand the scores better, I would appreciate it. I went to wrightslaw and did a search for Reynolds Intellectual Assessment Scales, but there is no information on it. I understood what the diagnostician was explaining about learning style and recommendations, but I need to understand the scores to know if there is a hidden problem that needs further testing. I wish it had been done with the WISC as I understand the subscores and scatter on that. Thanks for any info. mistmouse [/QUOTE]

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