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<blockquote data-quote="Marguerite" data-source="post: 357917" data-attributes="member: 1991"><p>Kids with Pervasive Developmental Disorder (PDD) can be very difficult to accurately assess. Ditto for ADHD. If you can get your hands on the school results, have a look at the sub-scores. They have information embedded that could be useful.</p><p></p><p>IQ tests were developed originally to grade kids across the spectrum of normality, in a standard classroom. At the time these tests were developed, "normal" was a lot narrower and would not have included kids too different. The original testing simply obtained results and from there, the results were graded and a scale determined. The scales we have now are based on those early arbitrary assignments of scores. It's pure statistics - average was scored as 100. I'm not sure of the exact details, but for every Standard Deviation away from 100, the score would have been determined at a specific value (I think 20, I'm not sure). It all is based on this.</p><p></p><p>The troubles begin when you try to apply a test originally developed for a particular set of conditions, to someone outside those conditions. For example, a lot of the testing I had done on me as a kid, were US-based in their design and I was often instructed to adapt my answers accordingly. So a question such as "What month does Fall start?" would give you a very different answer if you live in the southern hemisphere, and if I were being graded by someone thinking in northern hemisphere terms, I'd have been marked wrong.</p><p></p><p>Similarly, if you assess a child who has hearing problems (and only give the test verbally) or if the child's first language is not English - then you will not get an accurate picture.</p><p>Another example - a young boy I knew, a neighbour, had a near-drowning accident at age 2. Before the accident he had been a little slow to talk since he was being raised to be bilingual, Spanish-English. Spanish was spoken in the home, English spoken at pre-school. After the accident while doctors were assessing his level of brain damage, they declared him to be non-responsive to verbal commands because he did not obey commands given in English. It turned out that first, he wasn't responding because he was a little kid who didn't want to; plus he had 'lost' his English and reverted back to Spanish only, having lost some months of memory. Once they began working with him in Spanish and from there, English - he began to demonstrate that he had not lost any intellectual function at all.</p><p></p><p>I've found the best option when dealing with what I see as major inconsistencies in assessments, is to always trust my own instincts with my child. We also have been told that our child was "not the full quid". difficult child 1 and difficult child 3 both 'failed' their first IQ tests. Even later assessments gave results that seemed too low. And this is not just an over-indulgent mother here saying this, but the test results done by different people produced often very different results. That alone indicates problems in repeatability and accuracy. What is SUPPOSED to be the case - IQ tests are always supposed to give the same result, within about 5 or 10 points at most. But too often, especially with kids who are 'different', you get a much bigger variation. This is another indication of poor correlation between the test result, and the child's true IQ.</p><p></p><p>So trust your instincts and always treat your child like the genius you believe him to be. There IS research to show tat children treated as if they got brilliant results, can actually go on to GET better IQ scores when tested further down the track.</p><p></p><p>That of course is one more nail in the coffin for the idea of long-term accuracy and repeatability.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 357917, member: 1991"] Kids with Pervasive Developmental Disorder (PDD) can be very difficult to accurately assess. Ditto for ADHD. If you can get your hands on the school results, have a look at the sub-scores. They have information embedded that could be useful. IQ tests were developed originally to grade kids across the spectrum of normality, in a standard classroom. At the time these tests were developed, "normal" was a lot narrower and would not have included kids too different. The original testing simply obtained results and from there, the results were graded and a scale determined. The scales we have now are based on those early arbitrary assignments of scores. It's pure statistics - average was scored as 100. I'm not sure of the exact details, but for every Standard Deviation away from 100, the score would have been determined at a specific value (I think 20, I'm not sure). It all is based on this. The troubles begin when you try to apply a test originally developed for a particular set of conditions, to someone outside those conditions. For example, a lot of the testing I had done on me as a kid, were US-based in their design and I was often instructed to adapt my answers accordingly. So a question such as "What month does Fall start?" would give you a very different answer if you live in the southern hemisphere, and if I were being graded by someone thinking in northern hemisphere terms, I'd have been marked wrong. Similarly, if you assess a child who has hearing problems (and only give the test verbally) or if the child's first language is not English - then you will not get an accurate picture. Another example - a young boy I knew, a neighbour, had a near-drowning accident at age 2. Before the accident he had been a little slow to talk since he was being raised to be bilingual, Spanish-English. Spanish was spoken in the home, English spoken at pre-school. After the accident while doctors were assessing his level of brain damage, they declared him to be non-responsive to verbal commands because he did not obey commands given in English. It turned out that first, he wasn't responding because he was a little kid who didn't want to; plus he had 'lost' his English and reverted back to Spanish only, having lost some months of memory. Once they began working with him in Spanish and from there, English - he began to demonstrate that he had not lost any intellectual function at all. I've found the best option when dealing with what I see as major inconsistencies in assessments, is to always trust my own instincts with my child. We also have been told that our child was "not the full quid". difficult child 1 and difficult child 3 both 'failed' their first IQ tests. Even later assessments gave results that seemed too low. And this is not just an over-indulgent mother here saying this, but the test results done by different people produced often very different results. That alone indicates problems in repeatability and accuracy. What is SUPPOSED to be the case - IQ tests are always supposed to give the same result, within about 5 or 10 points at most. But too often, especially with kids who are 'different', you get a much bigger variation. This is another indication of poor correlation between the test result, and the child's true IQ. So trust your instincts and always treat your child like the genius you believe him to be. There IS research to show tat children treated as if they got brilliant results, can actually go on to GET better IQ scores when tested further down the track. That of course is one more nail in the coffin for the idea of long-term accuracy and repeatability. Marg [/QUOTE]
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