First, Dottie I want to say thank you for your responses about the GAI. I could not find a chart from IQ to the scaled scores.

Also, thank you Grinity for your thoughts. I have read somewhere (I think on this forum) that the fact that there is spread is a disability in its own right.

I have written a shorten version of "the whole ugly story". I'm afraid this might be too long, but maybe someone may have similar experiences and find it interesting to compare?? At the end I have listed some counselors I am wondering if anyone has any experience with them. I'm from the Chicago subs , Does anyone know of any good counselors?

Well I have been going back and forth about my ds10's behavioral issues. At times I feel the issues started because there was an educational mismatch along with immaturity, shyness at school and strong emotional intensity. At other times I feel the issues are because of possible LDs.

Before K he was quiet and shy at pre-school but not outside of school. By two he was speaking quite well in long sentences, in fact someone asked me how old is he? and could not believe how well he carried on a conservation at 2 years old. In pre-school DS often tried to get the teacher to stay with him to help him with work that he was more than capable of doing on his own. But when he went into public K he "up-ed the anti" to get attention. He was now one student of at least 28. He started waving his arms in kids faces, dropping the table's pencils under the table etc. The more we told him to stop these behaviors the more he did these behaviors.

First grade thru second became worse. We were communicating with the teachers about these behaviors. There are many stories I can post but this post is probably too long already?? (I'm new with posting first time today). Well by this time group bullying was beginning by both the kids and teachers..there are more stories... but the following story just breaks my heart and shows the general situation.

My DS had one good friend at the school. They had met in preschool. They always got along. However, my DS was awkward at school, his friend was not. His friend made other friends at school but continued to play and eat lunch with DS. But as first grade rolled on his friend ate with him less frequently. My DS said it was because his friend had other friends and sometimes his friend needed to eat with his other friends too, its only fair. Ds's friend could not eat with his other friends and DS at the same time b/c the other friends did not like DS. Ds said that everybody can not like everyone. But since his friend took turns eating with DS it was ok with Ds. I was concerned about this but what can you do. Of coarse this situation got worse...

They also used to play frequently at recess, but then less often. The other friends would pull DSs friend away. One day DS's friend came up and said to him, "I have a way that we can play together in front of my other friends. We can still play the volcano game. I will run around with my friends well you build the volcano by yourself with wood chips as we usually do togrther, I'll try to run by and throw a wood chip or two on the volcano. When you have finished building raise your hand and instead of both of us knocking down as usual I'll come by and knock it down for the eruption, that way we will be playing and it will look like we are not playing" Oh boy that just broke my heart.


Finally, at our request we had an evaluation and the WISC_IV was done along with Kaufman test of educational achievement-II. However, at the meeting to decide if there could be an IEP they said no because of his IQ and achievement. The minimum that I wanted was for ds to transfer schools within the district they would not even do that, even though they knew group isolation was occurring. Ds started at a new private school for 3rd grade.

At this time I did some research to try to find a psy, I was very concerned about misdiagnosis because of his bullying experience, social awkwardness, intensity, and overexcitabiliity. But when I found one they wanted $2,000 up front, with the new school tuition we could not afford this, and this up front $$ made me weary.. A quack??

For 3rd grade he started out OK at a private Montessori school, He has improved greatly, but he is still having issues. He makes noises when working by himself at school. The teacher says she thinks that he is imagining when he makes these noises and/or is bored, but his behavior is not appropriate for being bored. But when working one on one with another student the teacher said that he is fine. But he will overreact when things go wrong. He feels when things don't go his way its b/c people are against him or its not fair. But he does play with kids at school, and has one good friend at school who he also sees outside of school. And often plays well at recess. and has been invited to birthday parties and interacted wonderfully. However, he can have trouble when approaching new groups.

He seems to have more unusual traits at school than at home, except that he is very intense and stubborn at both home and school. This can be extremely exhausting and frustrating.

My initial thought about all this after reading the book, The Misdiagnosis and the Dual Diagnosis of the gifted...was that these behaviors could be from an educational mismatch, along with asynchronous development, overexcitabiliity, stubbornness, intensity, which caused bullying, which then caused anger, mistrust, and lack of positive experience, but I think some sort of 2E may also be present.

We are now planning to go for evaluation and counseling, but I want to choose someone who has experience with the above.
Some names I have found are:

Amend Psychological Services in Kentucky
Gifted Development Center in Denver Silverman
Belin-Blank Center in Iowa
Mc Kee Mark M and Duff Jennifer in Naperville, IL

Also has anyone heard of Barbara Post about when the labels don't fit?

Any one have similar experiences with their dc?
I'm sorry if this long I just didn't know how to break the history.

Barb