Gifted Issues Discussion homepage Forums Identification, Testing & Assessment WISC-V Ceilings and Extended Norms

Leewh, at that age, the extended norms probably would not provide additional information without multiple 19s. Still really excellent scores, though!

Would it be helpful at all, do you think, to check into extended norms or to retest my son? He is currently 12yrs old, he took his wisc-V at age 8. Below were his results: He has anxiety and panic attacks (seemingly out of nowhere), and hates anything "timed". But I am still trying to understand exactly what we are dealing with, as we are homeschooling, and due to some deep thinking/existential worries, we are unable to talk/learn about space (or time or death). I don't push and we are unschooling for now. He reads for hours a day. And builds with lego.

VCI: 142, 99.7%
Similarities: 19, 99.9
Vocabulary: 16, 98
Visual Spatial: 135, 99%,
Block Design: 16, 98
Visual Puzzles; 16, 98
FRI: 144; 99.8%
Matrix Reasoning:19, 99.9
Figure Weights: 16, 98
WMI: 107; 68%
Digit Span: 9, 37
Picture Scan: 13, 84
PSI: 98, 45%
Coding: 9, 37
Symbol Search; 10, 50
GAI: 147, 99.9%
Ancillary Scales:
CPI: 102, 55

WIAT-III:
Subtest:
Spelling: 106, 66%, average

Welcome!

You could consider ex norms, but it may not make a substantial difference practically speaking. Your DC does have two max scaled scores, both of which contribute to the GAI, so it's possible that could change, but since you are homeschooling, it is unlikely that it would affect access to resources (one of the two main reasons for testing).

If you were to pursue retesting, I would imagine the more critical area would be the anxiety. Updated cognitive measures probably would not tell you more than what you already know (he is very good with both verbal and nonverbal thinking, especially abstraction, but only age-appropriate with efficiency/output skills). Or you might consider looking into counseling as a first step, preferably with a provider with experience with GT learners.

BTW, was the spelling score the only achievement measure that was not unusually high?