Background:
I finally took my older two for testing.

My oldest son had quite a large discrepancy between verbal and non verbal. It has resulted in further testing (the tester suspects a visual discrimination issue).

Question:
Once we do therapy for this issue, if he was ever re-tested, would the result show an increase in the non-verbal side and therefore an overall increase in IQ score and/or percentile?

I am purely curious about this - the results give us everything we need for his personal academic plans to be realised

Probably, if the score is rooted in a physical issue that can be mitigated. Just assuming? At least you will get a less cluttered score closer to your DC's actual ability.

It depends on the actual reason for the discrepancy. If it is something amenable to therapy or accommodation, like acuity, tracking, or convergence, then the visually-based subtest scores would be likely to rise. If it is a perceptual processing issue, then probably not.

I have a dd who had really low scores on two WISC subtests which was traced to a vision issue (double vision, tracking, lack of peripheral vision) - all muscle-function related. She went through a long course of very successful vision therapy - within just one month of starting it was obviously making a difference. We haven't retested with a WISC, but she's had the WJ-III Cognitive Abilities test post-vision therapy and the subtests on the WJ-III that rely on vision were all up in the same range as her other scores. FWIW, it's also brought her scores on state testing and other types of achievement tests up too - there was a subtle visual component going on that was impacting scores across the board as well as impacting her ability to learn up to her full ability in the classroom.

If the tester feels it's possibly a problem with tracking/etc - imo, it's definitely worth looking into

polarbear

I am very curious about this myself. DD10 is going through vision therapy right now for convergence and double vision. She did score very poorly on the Naglieri Non-verbal abilities test (69%) they gave her during testing for the gifted program. At the time, I was surprised at her scores Luckily, parent/teacher reports and a creative thinking test were given equal weight to the NNAT test and she was given gifted services. I have always wondered if her scores would improve after we complete her therapy sessions. Let us know what you find out!

I read a fascinating article about how gifted children compensate and it has a whole section about visual discrimination - how many of the signs mimic dyslexia even. And it mentioned all the things about Aiden spot on. I was astounded!

The initial eye tests are showing the muscles attached to the eye lenses are weak. He goes for further testing a bit later this month and from there we will devise a plan with the specialist. I have emailed the Educational Psych who did his testing and will let you guys know what she replies to my question.

DS hasn't retested after his vision has settled in, but easy home tests like finding a pair of socks on the floor are now possible (by possible, meaning if he thinks about it, preferably without a reminder.)

We may find out soonish as it has been almost two years since his IQ test, and he may need to retest to enter a program. Of note is his first IQ test was immediately after his patch therapy ended. So, in theory, with two years he may have caught up, but it is also possible the vision related cognition is still tracking behind relative to kids his age who have had 9 years of normal vision to build those skills.

Madoosa - any chance you have a link you could share? I am struggling enormously with understanding the impacts of compensation right now!

hehe I have it saved as a PDF, but I managed to find it online for you too

http://specialkids.co.za/home/index...-with-learning-disabilities#.VGOQ9smkyVw

Many thank Madoosa! I realize now that I had actually read this one some time ago, before it's relevance quite sunk in. Some reminders I needed right now include the relationship between compensation and inconsistency, and the importance of early intervention rather than "wait and see if it self-resolves". Thanks for pointing me back at this!

ETA: And just how utterly exhausting all that compensating can be. I really need to remember that.