In terms of what the numbers mean, I've spent a long time educating myself on these issues and still couldn't answer that question.
Well, I guess I was just looking at the bottom line: crazy scores mean that the child is too GT for a test not designed for GT kids, and that a standard public school curriculum with no adaptation probably isn't going to work for that child.
I agree that it can't be taken a whole lot further than that just from the test alone. What adaptations are needed for a given child depends on many factors, not just test scores, as I think we both agree.
I just took issue with the "completely useless" comment. Useless for some things, certainly, but potentially at least a little useful for other, broader aims.
P.S. I think curriculum-based assessments would be more persuasive for advocacy, if they're available. But if one has the AT for other reasons, I think it can be one more bit of evidence in the child's favor.
