Gifted Issues Discussion homepage Forums Twice Exceptional No problem w/scores? Ds struggling - please help

I apologize for leaving things out the first time. He did have the BRIEF-2, and I assumed the examiner just decided to use his teacher's scores since mine were so high? -Maybe my answers were not consistant, but it seems my portion was not taken into account. He did interview me for about 20 minutes, and the neuropsych eval. lasted approximately 4-5 hours (as opposed to the one I had a while back, which lasted 8 hours). An assistant was sent for an in-class observation, and the examiner told me she reported no problems. His teacher told me he had a meltdown in class (art club was cancelled, and he was extremely upset) approx. an hour before the observer arrived, and the information was relayed about the meltdown. He had problems for the rest of the day, though.


Thank you. I see that's the consensus. I had considered it, but the waiting lists for an ASD evaluation are so long here at the hospital based autism centers that I avoided them in hopes of getting him help more quickly. --That's worked out well.



This is exactly how I feel, and also why I'm having so much trouble figuring out whether I'm over-reacting. DS is almost a carbon copy of me in regard to everything I'm seeing, even with the same strength in VCI. I had identical problems in math (not writing), and mine also started with multiplication that I could not memorize. I am now 40 years old, and so I'm painfully aware of how 'gifted issues' can affect someone's entire life. Nobody tried to figure out what my problems were, and when I tried as an adult, nobody took me seriously. (Mensa member w/ 3rd grade math level.) So, I'm trying to balance what I think I seeing with trying to avoid projecting my own stuff. Ok, I am officially rambling.


Yes, this was my understanding, too. He also goes on these tangents a few times a day where he'll start repeating lines from his favorite tv show. (So, when it was Dr. Who, it was "Allons-y!" or "Geronimo!" or "Hello! I'm the Doctor!", etc.) He'll just suddenly start, and will repeat the word or phrase every 20-30 seconds, sometimes for an hour at a time. I usually try to distract him with something else related to that interest in order to get him to stop. This process will happen about 2-3 times a day, and usually every day. Other times, he will do the reciting facts about his interest at people when he's trying to have a conversation. However, he can also have fairly normal conversations at times, too, but will still throw in things about his interest at the end. --I will work on the flexibility.


This would be wonderful, and I agree, because I've heard that before too. We do have a multiplication table printed out for him to use at home, but his teacher wasn't willing to let him use it in class. We will keep it nearby for next year's homework too. He was able to learn 6's and 7's when we made up a stories about Dr. Who with the facts in order. (6, 12, 18, etc.) It seems like it would be a lot of work to recite a story in your head every time you need to know 6x7, though.



Can I ask for this without any actual evidence (on paper) of a problem? He's just finished the year with a D in math and also science. -I'm not sure what happened with the science grade, because I assume there's no math in 2nd grade science.

Also, do you know whether this is something I need to request before school starts, or just wait until classes resume? They do have office hours over the summer.

Thanks very much for your helpful feedback