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<blockquote data-quote="Marguerite" data-source="post: 357948" data-attributes="member: 1991"><p>MWM is right about the difference between ADD & Autism Spectrum Disorders (ASD) when it comes to socialisation. My only intention was to make it clear that even though they are often different conditions (although some doctors feel they are increasingly similar and possibly connected) - both are sufficiently different to the original groups used to set the parameters for IQ testing, that both groups are difficult to get a really accurate picture of, using such testing. You need someone who knows what they're doing and who doesn't also have a vested interest in proving your child not only isn't tat smart, but also doesn't need expensive interventions.</p><p></p><p>For example - a kid getting IQ tested who is doing amazingly well in some subject areas such as Maths, but not doing so well when it comes to more subtle 'hidden meaning' questions can produce interesting results. When looking at the subscores you can see some areas scoring, say, 17 and other areas scoring as low as 6. Now the rules of assessment, when done properly, say that such wide discrepancies should NOT be added together and then averaged. But that is exactly what schools especially tend to do.</p><p>A sub-score of 17 would equate with an IQ of 170, if all the other subscores were as high. A kid who is generally functioning OK with no learning problem issues will tend to have similar sub-scores in each category. But where you notice big differences - it does NOT mean the kid is "dumb" in the low score areas, it means that for whatever reason, the child does not assess well in those areas. This is a deficit in the test, not the child.</p><p></p><p>All three of my younger kids had, at times, test results like these. But only at times. at other times a more expert tester dealt with this by digging deeper and doing more detailed testing to identify the nature of the problem, in order to give us tools to help our child overcome these problems.</p><p></p><p>For example, one section of the test is Coding. This assesses how well the child can transfer information form one point to another. difficult child 1 scored very low when tested at school, but the school counsellor averaged out all the scores, which meant that a child who SHOULD have been identified as gifted but learning disabled ended up being categorised as "Not as bright as you thought, but actually achieving quite well considering he's actually a bit below average IQ."</p><p>We got the subscores sent to a neuropsychologist who dug deeper and found that difficult child 1 was having problems in the Coding test because he needed reading glasses!</p><p>Now, wearing reading glasses or not, should not make any difference to your IQ.</p><p></p><p>So always be wary of assessments especially if your instincts tell you different things to the official reports.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 357948, member: 1991"] MWM is right about the difference between ADD & Autism Spectrum Disorders (ASD) when it comes to socialisation. My only intention was to make it clear that even though they are often different conditions (although some doctors feel they are increasingly similar and possibly connected) - both are sufficiently different to the original groups used to set the parameters for IQ testing, that both groups are difficult to get a really accurate picture of, using such testing. You need someone who knows what they're doing and who doesn't also have a vested interest in proving your child not only isn't tat smart, but also doesn't need expensive interventions. For example - a kid getting IQ tested who is doing amazingly well in some subject areas such as Maths, but not doing so well when it comes to more subtle 'hidden meaning' questions can produce interesting results. When looking at the subscores you can see some areas scoring, say, 17 and other areas scoring as low as 6. Now the rules of assessment, when done properly, say that such wide discrepancies should NOT be added together and then averaged. But that is exactly what schools especially tend to do. A sub-score of 17 would equate with an IQ of 170, if all the other subscores were as high. A kid who is generally functioning OK with no learning problem issues will tend to have similar sub-scores in each category. But where you notice big differences - it does NOT mean the kid is "dumb" in the low score areas, it means that for whatever reason, the child does not assess well in those areas. This is a deficit in the test, not the child. All three of my younger kids had, at times, test results like these. But only at times. at other times a more expert tester dealt with this by digging deeper and doing more detailed testing to identify the nature of the problem, in order to give us tools to help our child overcome these problems. For example, one section of the test is Coding. This assesses how well the child can transfer information form one point to another. difficult child 1 scored very low when tested at school, but the school counsellor averaged out all the scores, which meant that a child who SHOULD have been identified as gifted but learning disabled ended up being categorised as "Not as bright as you thought, but actually achieving quite well considering he's actually a bit below average IQ." We got the subscores sent to a neuropsychologist who dug deeper and found that difficult child 1 was having problems in the Coding test because he needed reading glasses! Now, wearing reading glasses or not, should not make any difference to your IQ. So always be wary of assessments especially if your instincts tell you different things to the official reports. Marg [/QUOTE]
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