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    Joined: Apr 2019
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    Hi Everyone - First time posting here. I recently took my DC to WISC-V and DAS-II for the purpose of identification for a local gifted program. However, there were some great discrepancies between subsections that raised concerns to me, especially with his ability to focus and perform tasks.

    8yr boy

    WISC FSIQ 121 (92th)
    -VCI 124 (95th)
    -VSI 135 (99th)
    -FRI 106 (66th)
    -WMI 122 (93th)
    -PSI 100 (50th)

    DAS-II 122 (93th)
    -Verbal 133 (99th)
    -Nonverbal reasoning 121 (92th)
    -Spatial 101 (53th)
    -Working memory 90 (27th)
    -Processing speed 89 (23th)

    They were taken about 4 months apart. Both testers said that for some sections he was very disinterested and had difficult time staying on task. Second tester said it is unusual to see large variance between related sections between WISC and DAS and said his concentration has impacted his performance on both tests.

    First tester didn't say anything about potential flag on ADHD but second tester did. I was not told by school on any concerns as well.
    He is doing quite well at school but he is very disorganized. He can sometimes be very intensely focused for hours, but on a task he is not interested, he is very distractable. I thought this was normal for his age, but maybe not?

    Any thoughts on interpreting the results and possibly taking him for full evaluation for ADHD?

    Joined: Apr 2014
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    Welcome!

    At a global level, his two tests were very similar (global composite scores are nearly identical), which one would expect.

    WM: The most striking difference is really in the two measures of working memory, keeping in mind that they do not use the same types of tasks to assess wm.
    PS: The two PS measures are less divergent--but again, use different tasks, anyway.
    VS/S: these are quite different tasks, as both DAS-II SC tasks are fine-motor in nature, and one has a memory component. Since both instruments find that fine-motor efficiency is a relative weakness, the increased fine-motor load of the DAS-II SC over the WISC-V VSI may explain much of this difference.

    It is difficult to say, without additional information, and especially without having seen his performance directly, if these varying results reflect dysregulated attention, but if you find that his attention for low-interest tasks and disorganization are affecting his ability to access major life activities (instruction, demonstration of skills, relationships, self-image), then there is unlikely to be harm in further investigating. But if he appears to be happy, secure, growing, sufficiently challenged without being frustrated, and have a range of healthy, satisfying relationships, then there also may not be a whole lot to be gained from further evaluation.

    His ability to focus and perform academically in real life are more important than an atypical or inconsistent set of testing profiles. He obviously is at least in the optimal GT range--whether or not that meets criteria for your local GT program--and cognitively well-equipped to be successful in school.


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

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