Welcome! I see you figured out the issue of double-posting!

There is a grey area between "gifted, or just good at math". Your child can reasonably be described from the available data as bordering on the GT range, and definitely above average in intelligence. Ability in the range in which your DC scores doesn't have to be nominally GT to result in above average performance in mathematics. Or to need some acceleration in math instruction.

THe GAI is only very slightly different from the FSIQ, which is likely why it was not reported. There really is not all that much variation in the results, as the domains are each fairly tightly clustered internally. Actually, the whole test has a relatively narrow range of subtest scores, especially in the FSIQ (10-14) and GAI (12-14), and neither the highest nor the lowest subtest scores are included in the GAI and FSIQ. The exception is that working memory is generally lower than the other clusters--but that is an expected result with a Dx of ADHD.

It is possible that the results are low estimates, and that scores will rise after treatment for ADHD. I would not, however, recommend retesting immediately, and most definitely not with the same tests; the second administration will not be valid, and any increase in performance would have to be attributed to retest effects, thereby obscuring any possible real effects that might have arisen from improvements in sustained attention. Also, some of the score increases moving from unmedicated ADHD to medicated ADHD are actually real skill growth, that result from more effective access to the learning environment. Those take time and exposure to develop.

Learners ought to be tested no more frequently than 24 months apart with the same instrument. Overtesting encourages flawed decision-making, based on suspect data.

More importantly, does your child experience the educational setting as challenging, engaging, and satisfying? Can further differentiation of math instruction be accomplished in the current setting? Are there other key developmental goals (e.g., peer social interactions) that would be best served by either remaining in or changing the learning environment?


...pronounced like the long vowel and first letter of the alphabet...