Gifted Issues Discussion homepage Forums Twice Exceptional understanding MASC scores

Has anyone had a child who took the MASC assessment? It is a self-report, measures anxiety (multi-dimensional).

DS12 did this as part of his neuropsych eval and all scores were in the average, slightly below average range--with one exception that was slightly above.

My interpretation is that he does not self-report any significant anxiety symptoms.

It is not discussed in the report, probably because it wasn't a significant piece of the puzzle?

Since he was previously diagnosed with GAD (a few years ago), and I see what appear to be anxiety related behaviors, I'm confused.

NP commented that DS has chosen "not caring" (avoidance and denial) as his primary coping skills. He stated this, in so many words, in the evaluation.

So--I guess it's good that he isn't anxious but I wonder if self-report measures for children who aren't at all in touch with their emotions are valid.

Anyone have any thoughts about this? We certainly don't see any perfectionism (in fact would prefer a bit), although the program coordinator suggested to me that I shouldn't push DS to do his "best work" on assignments because that would encourage perfectionism. I'm not sure what to think about this. He needs to do his best work, even if that means meeting minimal requirements, to make progress at school.

I've used the MASC in the past. I find it to be more useful with younger children than with adolescents. I do also find it underestimates anxiety symptoms in children who are particularly not introspective, or who are reticent (e.g., those on the autistic spectrum, those who are more withdrawn, those with some dissociative/detached qualities).

Remember that a diagnosis should never be made based on a single data source.

This is exactly what I was wondering, thank you--especially because of the ASD, withdrawn, dissociative/detached qualities.

I've also found professionally that I can work with an adolescent with ADHD or relational difficulties, for instance, for months before finally "stumbling" upon anxiety (after much rapport building). This makes me consider my approach.

I think there are some implications for DS' treatment plan, both medical and psychological. Knowing what we need to address seems pretty critical. I would have described DS as highly (but atypically) anxious and also depressed. Evidently, he does not self-report these symptoms (on MASC or CDI), but I'm guessing it's a matter of his answering kind of A) in the moment and B) not introspecting...at all.

For what it's worth, both parent questionnaires and teacher reports showed a high level of anxiety in my DD11 (who has ASD), and her self-reports showed none at all. She is bewildered by the idea that we think she is anxious, just because she does things like develop a stomachache and have to be picked up early from her first school dance.

Thanks, this is what I'm thinking is going on, probably. DS' anxiety manifests in somatic ways, also, along with withdrawal and refusal to communicate. I didn't do a report but the teacher data on BASC indicates Hot Mess (last spring, he is much more stable presently).