Gifted Issues Discussion homepage Forums Twice Exceptional trouble following directions

My 3rd-grader hasn't been identified as having a LD, but I'm starting to wonder.

Although she is clearly very smart, she does struggle somewhat. Focusing has always been a big problem for her. For as long as I can remember I've had to remind her to "listen with both ears." Homework this year has been surprising--lots of skipped questions, directions not followed, problems half answered. She memorizes spelling words instantly, but has more trouble with math facts and has been so slow on timed tests that her teacher called her in for remedial work. Yesterday she complained (in a wistful way) that she has a hard time with directions.

Her WISC-IV scores were really erratic--very high VCI, but average WMI and PSI. Her PRI was all over the map, isn't useful. According to what I've read about score discrepancies, her spreads throw both the FSIQ and the GAI out the window.

The school psychologist who administered the exam hasn't said a word about her scores. If the scores were a major red flag, I'm assuming she would have. On the other hand, the scores make very clear to me that I have not fully appreciated the extent of my daughter's weaknesses. I thought her inattention was a simple developmental issue, something common and mild that she would grow out of. (And this is what her teachers all along have indicated when they brought it up.) But maybe this is something more? If she's noticing it now, as an 8-year-old, what will it feel like in a couple of years when her teachers aren't helping the class with directions and organization?

Part of me is afraid to pursue this with the school. I'm not confident about what their response might be, so I'd rather investigate this on my own before getting the school involved.

For parents with kids in this situation (by which I mean similar weaknesses but not receiving therapy/support for LD), what have you noticed over time? Do the kids "grow out of it" at some point? Is there a way to better help them focus on instructions etc, something more effective than simple reminders? Are there helpful books out there that address this? There are some great threads on this forum, but I feel I need a basic narrative. Just wondering where even to begin....

PS I'm wary about creating a disorder where there isn't one, which is why I'm looking for stories about these weaknesses before contacting the school.

A friend of mine raved about this book:

http://www.amazon.com/Late-Lost-Unp...g/dp/1890627844/ref=cm_cr_pr_product_top
I haven't read it yet but it's in my library queue.

Our ds8 has similar sounding scores, lower on psi than 'normal' but otherwise about the same. We had a full assessment done and for us the main take aways was: social awkwardness is leading to ds being a very sad lonely guy and the ps slowness was compounded by this depressed state - like working in a fog, unable to focus, restless, timed tests were not good.
If your child is getting along well with others, has friends and feels good about themselves in this regard, probably this is not an issue, but if there is also social awkwardness and fewer/no close friends, you might want to consider the social piece as part of the puzzle.
I would agree with further assessment being key.

Thank you all. These replies are helpful. The more I think about this, I realize that I'm not sure what my goals are. Truthfully, what I want is to find some stories about children who had similar weaknesses but practiced twiddling their thumbs while reciting numbers at home and brought processing speed up to speed.

:-)

Barring that, yes, your suggestion to get her properly assessed is a good one, and I will follow through. I'm not sure why the school hasn't initiated this, knowing what they know, and that makes me nervous. (Am I making a mountain out of molehill? or am I opening a can of worms?) I have called an outside psychologist and will pursue further assessment independently. I will also check out the book you've suggested, inky.

Our 9 year old has had Wisc IV. As far as we know, we haven't had the results yet, he scores off the scale in 'raw intelligence'. Like mmme's daughter, he can't focus and has poor concentration (motivation?). The EP said this scored in line with his age, so doesn't see it as an issue, just a disparity.

Any thoughts?

My DS8, is starting a gifted cluster program in August, but has many of these organizational issues too. Late, Lost and Unprepared mentioned above is really useful. Don't expect it to have all the 'answers', but it lays out the problems of kids with executive functioning difficulties (organizing/focusing), and puts out strategies to cope.
To be honest, I'm sure I was one of these kids myself growing up, and I'm delighted that it is now being recognized as a distinct difficulty that some kids have, rather than laziness.
One point it mentions is that all ADD/ADHD kids have Executive Functioning issues, but not all kids with EF problems have ADD/ADHD.

Has anyone tried "Brain Gym"? A psychologist informally recommended this as a way to help my daughter manage her attentional difficulties. I have not seen it mentioned re attention anywhere on this forum.

I'm willing to try anything, and wonder whether an at-home (buy a book about it) program will do, or whether meeting with an OT is better.

Not used it, but Ben Goldacre of Bad Science is eloquent about it here:
http://www.badscience.net/category/brain-gym/
- I'd read that first!

I have one piece to add to this. An evaluator will not raise a red flag as long as both of your child's scores on the WISC are normal or above. A trained neuropsych evaluator probably would, but the school evaluators are only concerned with whether the child can function in a normal classroom and whether they meet the criteria for Gifted.

That said, you should be concerned if the difference between the two scores is a standard deviation or more. That is a sign that your child might need to be looked at more closely. ADD might be one answer, since they need IQ tests broken up into smaller chunks. Another answer could be seeing a developmental optometrist and making sure that she focuses well and that she has good binocular vision.

My DS6 had similar issues on the IQ test. After some vision therapy and having the IQ test broken up, his scores are more even and very much reflect his capabilities.

Oh dear. Sigh. Glad I asked about Brain Gym. I had a feeling there was a reason I never saw it mentioned here.

Artana, I appreciate your response too. What you say makes sense and explains why I haven't heard anything from the school psychologist who administered the test, even though my daughter does have a difference of 2+ standard deviations. I'll need to be more of an advocate as long as my daughter is functioning in the regular classroom, which she is, albeit with distress that she conveys at home. The psychologist I consulted felt pretty confident that there are attention problems, so I'm trying to figure out how to address that without pursuing an official diagnosis leading to medication. I don't think vision is a problem, but I will absolutely have it checked. Like I said, I'm willing to try anything. :-)

What do you mean by "having the IQ test broken up"? Do you mean that the kids take different parts at different times?