Thank you so much. The FSIQ I was given was indeed 103, which is 120 points lower than his WISC-III score a year before, which even with test differences is a lot. DGS tests better with women (the first one) than men (the second tester) and he was suffering from undiagnosed Asperger's and severe anxiety and depression. Also, he had a visual motor issue which has now been remediated with vision therapy.
However, in addition to the test scatter in the VCI, he also had huge discrepancies in his predicted WIAT-II scores. The tester was not sure how much stock to put in the scores. Since it was the school psych doing the testing all they were concerned about was making sure he had at least average intelligence. We have no accommodations for academics, just for anxiety. However, with the vision therapy he has moved to the top of the class in reading and his math skills are very high and he is accelerating much faster than his classmates, so if we can get a program in place for his visual spatial learning styles, I think we might get a better idea of his true potential at a later date.
We are looking at new learning environments for the fall, as our school is very small and cannot provide the language and social skills training he will need to live in a very confusing, sensory-overloaded world. Yes I know they have to legally and they are technically trying, but they are not effective in those areas.
I can live with a just above-average iq, it has its advantages. I just know that no one who gets to know him, even his teachers, principal, school psych don't believe the 103 or the 123, but are more inclined to place it at 130-140. (His father's is 140+, mother's 130+, and those are the lowest in the family, most run in the 150 to 160 range.)
Wow, this post got long! Sorry and thanks for the help. This will give me a better starting point for advocacy for 2nd grade. I'm the kind of person who needs data to help with decision-making.
leahchris
