The neuropsych described my dd as "barely 2e" which is one of those phrases that manages to communicate almost nothing.
Actually I think that the phrase "barely 2e" describes the data in the NEPSY - one thing about neuropsychs that can be a bit frustrating and confusing is they will usually describe the data they collect in a very specific way according to how the data should be described - for instance, when they use descriptive words rather than numbers to describe WISC results they use terms such as "superior" "very superior" etc that are actually defined for a specific range of numbers. When you look at your dd's NEPSY scores, they are all consistently very high except for "Word Generation" which is within the average range (on the lower side, 10 is the middle of the bell curve for NEPSY subtests). So techically speaking, that really does seem to describe a "barely 2e" situation when you look at WPSSI (I looked at your past posts, you posted it as 149), WJ-III (all high numbers except for handwriting (50th percentile) and unable to complete the math test, and NEPSY (all high numbers except word generation).
One thing that I wonder about is could the lower scores on word generation, handwriting, and inability to complete the math test on the WJ-III be tied together in some way.
I'm not sure, but have you posted your dd's WPSSI subtest results here? Was there any scatter?
He said that the only area where there was cause for a dx was anxiety.
Anxiety is a diagnosis, and it can be very real. Is it *the* diagnosis for your dd? It's possible that only time will tell. Many of us here with children with challenges have found that there isn't one definitive report from one professional that gives you the definitive answer and sets the path forward in stone.
The report provided was nearly 100 pages long, and long on observation, but fairly short on concrete data...
You actually do have a lot of data here, and a 100 pages long report most likely contains quite a bit of observations from the tester. The trick is putting it all together with your observations of your dd's challenges and making sense of it. Chances are it's not going to neatly all fall together with one report and be completely clear, but as you go forward, you've now got this extra information to collate with what you already know about your dd and I'm guessing that as you have time to let the report sink in and think it through you'll find that some of it makes sense, maybe some of it doesn't, but it will help give you direction for what you need to do next.
The neuropsych said that the word generation score pointed to a potential narrow band of executive function deficiency. Specifically, poor executive control and initiation. No idea what that means.
Have you had a follow-up interview with the neuropsych after receiving the report? If you haven't, schedule one. It has always helped me tremendously to read the report, let the results sink in, and then meet with the neuropsych one on one to ask questions I have. For me, that interview usually gives me so much *more* to think about that I schedule a second interview a few weeks later just to make sure I get all my questions answered.
Apparently the other scores are all fine.
They are! Which is good news
But - having all scores be incredibly fine and one little score be less than optimal (or even average for HG/+ kiddos... can be *extremely* challenging depending on the nature of the challenge. Another thing - you can't *just* look at the NEPSY scores to get a full picture of your dd's functioning, you need to look at NEPSY+WPSSI+WJ-III... and there is something low in at least the NEPSY + WJ-III.... so I'd ask the neuropsych if they are possibly related.
He said that administering the math was difficult, and that they stopped well short of dd's actual demonstrated ability because she was becoming unmanageably resistant.
Which math subtest was it? How is it administered (oral response, written, did she have to read the directions, things like that - plus what specific skill was it measuring, and was it the last test or was it given somewhere in the middle?).
If it wasn't the last test given after a long block of tests, and if there wasn't some type of anxiety trigger noted by the neuropsych, I'd really wonder if there wasn't some type of challenge causing frustration for your dd directly related to that test in some way - her other tests are so consistently high across the board it's clear that she was having a good test day, that she wasn't across the board anxious, and she must have had a somewhat good rapport with the neuropsych.
The screeners that were given to teachers and caregivers came back with significantly elevated scores for Autism, Aspergers, PDD-NOS, ODD, Anxiety-NOS, Social Anxiety, Sensory Integration, ADHD, Conduct Disorders, and Mood Disorders...
Her teachers are not psychiatrists/psychologists/medical drs/etc. They are teachers. They are seeing a little girl who's clearly having challenges at school, and that's going to be reflected in the surveys they are given as part of a neuropsych eval. I think what you have to do at this point is simply acknowledge something is up, and it's not clear, and the teacher/caregiver input *is* all over the place at this point. It doesn't point in one specific direction, but it indicates your dd needs help.
... Which obviously is not good.
It really helps me to think of input like this as simply data, rather than good or not good. It's actually a good thing to have data - even if it seems depressing on the surface.
The neuropsych went so far as to say that he questioned whether any of the respondents would have been able to identify that dd was gifted (or had any of the above academic strengths, as her behaviors were so challenging. He's advising intensive OT, Social Skills Classes, Cognitive Behavioral Therapy, and regular follow up evaluations over the next academic year to determine whether other treatment is required.
I would give his recommendations a try - the first step is simply calling the people he's referred you to and asking them questions about what their therapies would involve. If it sounds reasonable and like it makes sense for your dd, you can try them out and if they seem to work, keep at it, if they aren't working, drop it. Along the way, you'll be collecting more data, and you may also find things help.
The whole experience was fairly grim, actually.
Sending you a huge hug - this is simply one point in your journey, and you're doing exactly what you need to do for your dd - trying to find answers and trying to put together meaningful help. Things will look better as you move forward. I will never forget how I felt when we received our ds' first neuropsych report - the neuropsych used the words "his disability" in passing, they just flew out of her mouth very casually and the pit of my stomach literally fell through the floor - I'd never in a million years thought I would be parenting a child with a "disability" (please know I'm not a shallow person! It just wasn't on my radar... and I'd spent 8 years at that point raising a child who was clearly exceptionally intellectually gifted.. and yes, at that point in time, I had no idea the two could coincide)... so I'm just mentioning that because I've been in that spot where suddenly things seem very grim... and really it *does* get better.
Best wishes,
polarbear
ps - I'll second all of DeeDee's advice
