Finally got our WPPSI IV results... - 04/14/15 01:05 AM
So, after our month and a half wait for results I finally got them in the mail today. I'm not really sure what to make of them as it seems my son was not very cooperative, to put it nicely. I'll list the results and then the notes from the psych. I'm not sure where to go from here or if the results are particularly useful or not. For those who may read this and not know our situation, my son is diagnosed with autism which, if accurate, would be best described as mild aspergers. Other opinions of experts over the years include: Severe ADHD, SPD, anxiety, and in the opinion of the IU, ODD/crappy parenting.
WPPSI
Full Scale Not applicable
General Ability Index 133
DS demonstrated a GAI of 133, which is in the very superior range and at the 99th percentile when compared to other children his age. The GAI provides provides an estimate of general intellectual ability that places less emphasis on a student's working memory and processing speed. Subtests composing the GAI include Block Design, Information, Matrix Reasoning, and Similarities Subtests.
The GAI is deemed to be most representative of DS's intellectual functioning. His behavior grew increasingly restless and he was unable to regulate his actions to stay focused on non-preferred tasks. He did not finish the timed task forming the basis for processing speed in a manner that would provide a valid estimation of his ability. DS worked in spurts, sometimes working very quickly and then stopping to engage in another behavior. Thus the GAI, which places less emphasis on processing speed, was chosen to represent his cognitive functioning.
Subtest Score and Behavior:
Block Design 19
Information 17
Matrix Reasoning 12
Picture Memory 11
Similarities 13
"During testing DS appeared cooperative and motivated on the block design and information Subtests. He completed all 17 block designs very quickly and in a systematic and logical manner. He earned the highest possible scaled score of 19, which is in the very superior range on this subtest. DS obviously enjoyed these tasks and after completion of all of the designs, he wanted to do more. I showed him that there were no more designs and he became agitated, likely at the suspension of a preferred activity and the transition to a new activity. When I picked up the the stimulus book, he grabbed it and raised it over his head in a two handed grip as if to throw it at me. I reached out and took the book out of his hands. DS reacted by swiping all of the books off of the table and then crawling under the large conference table. I walked to the adjacent room and asked his mother to help calm him down. She did so and testing was resumed in approximately 7 minutes.
On the information subtest, DS answered all but 4 questions correctly. He earned a scaled score of 17, which is in the very superior range. However on the next subtests of Matrix Reasoning, Bug Search, and Similarities, DS was not especially interested in the tasks and despite gentle prompting, he did not remain in his seat and answered haphazardly."
I also have a report from the IU behavior analyst, who apparently observed during the IQ test. She had all of this great stuff to say:
"When the behavior analyst arrived, DS was sitting underneath the table while his mother was attempting to coax him out in order to continue with the testing. DS then began to work cooperatively with the tester on the assessment. He was observed sitting up on his knees and constantly swiveling around in the chair as he answered the questions. He would speak in a high pitched baby voice as he answered and also became very distracted by the psychologists scoring system. When DS completed the task, they moved onto the next test. DS was given a dobber (I'm guessing she meant dauber?) and instructed to use it to match pictures. He was compliant and focused. DS was observed laughing as he worked and did require some reminders to keep working. DS did not want to return the dobber and was given extra time to use it. When the tester presented the next task DS was observed lying across the table and heard making noises including mimicking the tester when she sighed. The psychologist then moved onto a verbal task. DS stood on the chair and began swiveling back and forth as he participated. He began banging the chair against the table and became very distracted by the scoring sheet. The tester had to repeat the questions several times before he answered. When she marked incorrect on her scoring sheet, DS immediately began to protest and whine. He grabbed the testing booklet and threw it on the floor. DS left the table to get the booklet, but instead of returning it, he threw it under the table and hid under the table. The tester got him out from under the table by switching activities to a number task although she did have to prompt him multiple times. DS sat back in his chair, but when asked to write some numbers, he refused. They moved onto an addition task and he did write the numbers to answer the questions. He refused to transition from addition to reading and the tester ended the testing at this point. When the tester went and got his mother, he protested that he did not want to be done."
Also, they did the BSRA 3 and WIAT III
He got 100% mastery on BSRA 3.
On WIAT III is says: DS was administered various subtests. However, his resistance to tasks that were evidently non-preferred impacted his performance.
On numerical operations subtest:
Correctly added and subtracted single and double digit numbers.
Correctly solved various multiplication facts to 30.
Solved subtraction problems with regrouping.
On the early reading skills subtest:
Refused to provide names of letters, but did correctly sound out letter groupings. On this task the evaluator believes he wanted to demonstrate that he could read and felt that naming letters was too easy a task.
Correctly demonstrated rhyming.
Correctly demonstrated 2 letter initial sounds.
At this point the test was discontinued due to DS's frequent hiding under the table, non-compliance with directions, and taking of task materials.
So, there we are. Did we really learn anything? I wish I had forked over the money and gone private. I'd like to think a private tester would not have tested in a big conference room with giant swivel chairs. I honestly have no idea why others have such a hard time with my son, with me he is just fine. If he gets out of line I give him a firm reminder and he is able to calm down.
Regardless of the results they are recommending a small special classroom for him and that he do grade K work as they feel there are gaps in his knowledge, although they didn't say what they might be: "It is important to note that while DS has many above grade level skills, he also has need for skills at his grade level". DS is easily at 2nd grade for reading and math. He reads simple chapter books and loves math. I taught him division for fun and once he got the concept (took about 5 minutes) he was able to figure out all of the questions I asked him in his head in a matter of seconds. He loves to dictate stories to me, but hates to actually do the writing. I can't think of anything related to grade K that he might not know, other than social skills and regulation and such, but he can practice those skills while doing a more challenging curriculum.
I think I am going to just homeschool him, obviously the district/IU aren't interested in properly serving him and since he can't seem to behave without me around I can't see sending him to a room full of behavior problems who will just feed off of each other.
The results of the evaluation were used to take away his speech therapy though. He was getting it for pragmatics and social skills, both of which the report indicates are still problem areas. It says because he does not present with a speech-language delay or disorder he can't qualify for speech services anymore. The IU also does not think he has any sensory processing differences and that all of the sensory behavior noted by others is merely attention seeking behavior. Odd how he does it in his room during his down time with no one there to observe.
So, frustrated and probably just as confused as ever Um, tell me what to think? I feel so lost on all of this and have no idea what the best decision is. Or even what might be a sort of decent OK one.
WPPSI
Full Scale Not applicable
General Ability Index 133
DS demonstrated a GAI of 133, which is in the very superior range and at the 99th percentile when compared to other children his age. The GAI provides provides an estimate of general intellectual ability that places less emphasis on a student's working memory and processing speed. Subtests composing the GAI include Block Design, Information, Matrix Reasoning, and Similarities Subtests.
The GAI is deemed to be most representative of DS's intellectual functioning. His behavior grew increasingly restless and he was unable to regulate his actions to stay focused on non-preferred tasks. He did not finish the timed task forming the basis for processing speed in a manner that would provide a valid estimation of his ability. DS worked in spurts, sometimes working very quickly and then stopping to engage in another behavior. Thus the GAI, which places less emphasis on processing speed, was chosen to represent his cognitive functioning.
Subtest Score and Behavior:
Block Design 19
Information 17
Matrix Reasoning 12
Picture Memory 11
Similarities 13
"During testing DS appeared cooperative and motivated on the block design and information Subtests. He completed all 17 block designs very quickly and in a systematic and logical manner. He earned the highest possible scaled score of 19, which is in the very superior range on this subtest. DS obviously enjoyed these tasks and after completion of all of the designs, he wanted to do more. I showed him that there were no more designs and he became agitated, likely at the suspension of a preferred activity and the transition to a new activity. When I picked up the the stimulus book, he grabbed it and raised it over his head in a two handed grip as if to throw it at me. I reached out and took the book out of his hands. DS reacted by swiping all of the books off of the table and then crawling under the large conference table. I walked to the adjacent room and asked his mother to help calm him down. She did so and testing was resumed in approximately 7 minutes.
On the information subtest, DS answered all but 4 questions correctly. He earned a scaled score of 17, which is in the very superior range. However on the next subtests of Matrix Reasoning, Bug Search, and Similarities, DS was not especially interested in the tasks and despite gentle prompting, he did not remain in his seat and answered haphazardly."
I also have a report from the IU behavior analyst, who apparently observed during the IQ test. She had all of this great stuff to say:
"When the behavior analyst arrived, DS was sitting underneath the table while his mother was attempting to coax him out in order to continue with the testing. DS then began to work cooperatively with the tester on the assessment. He was observed sitting up on his knees and constantly swiveling around in the chair as he answered the questions. He would speak in a high pitched baby voice as he answered and also became very distracted by the psychologists scoring system. When DS completed the task, they moved onto the next test. DS was given a dobber (I'm guessing she meant dauber?) and instructed to use it to match pictures. He was compliant and focused. DS was observed laughing as he worked and did require some reminders to keep working. DS did not want to return the dobber and was given extra time to use it. When the tester presented the next task DS was observed lying across the table and heard making noises including mimicking the tester when she sighed. The psychologist then moved onto a verbal task. DS stood on the chair and began swiveling back and forth as he participated. He began banging the chair against the table and became very distracted by the scoring sheet. The tester had to repeat the questions several times before he answered. When she marked incorrect on her scoring sheet, DS immediately began to protest and whine. He grabbed the testing booklet and threw it on the floor. DS left the table to get the booklet, but instead of returning it, he threw it under the table and hid under the table. The tester got him out from under the table by switching activities to a number task although she did have to prompt him multiple times. DS sat back in his chair, but when asked to write some numbers, he refused. They moved onto an addition task and he did write the numbers to answer the questions. He refused to transition from addition to reading and the tester ended the testing at this point. When the tester went and got his mother, he protested that he did not want to be done."
Also, they did the BSRA 3 and WIAT III
He got 100% mastery on BSRA 3.
On WIAT III is says: DS was administered various subtests. However, his resistance to tasks that were evidently non-preferred impacted his performance.
On numerical operations subtest:
Correctly added and subtracted single and double digit numbers.
Correctly solved various multiplication facts to 30.
Solved subtraction problems with regrouping.
On the early reading skills subtest:
Refused to provide names of letters, but did correctly sound out letter groupings. On this task the evaluator believes he wanted to demonstrate that he could read and felt that naming letters was too easy a task.
Correctly demonstrated rhyming.
Correctly demonstrated 2 letter initial sounds.
At this point the test was discontinued due to DS's frequent hiding under the table, non-compliance with directions, and taking of task materials.
So, there we are. Did we really learn anything? I wish I had forked over the money and gone private. I'd like to think a private tester would not have tested in a big conference room with giant swivel chairs. I honestly have no idea why others have such a hard time with my son, with me he is just fine. If he gets out of line I give him a firm reminder and he is able to calm down.
Regardless of the results they are recommending a small special classroom for him and that he do grade K work as they feel there are gaps in his knowledge, although they didn't say what they might be: "It is important to note that while DS has many above grade level skills, he also has need for skills at his grade level". DS is easily at 2nd grade for reading and math. He reads simple chapter books and loves math. I taught him division for fun and once he got the concept (took about 5 minutes) he was able to figure out all of the questions I asked him in his head in a matter of seconds. He loves to dictate stories to me, but hates to actually do the writing. I can't think of anything related to grade K that he might not know, other than social skills and regulation and such, but he can practice those skills while doing a more challenging curriculum.
I think I am going to just homeschool him, obviously the district/IU aren't interested in properly serving him and since he can't seem to behave without me around I can't see sending him to a room full of behavior problems who will just feed off of each other.
The results of the evaluation were used to take away his speech therapy though. He was getting it for pragmatics and social skills, both of which the report indicates are still problem areas. It says because he does not present with a speech-language delay or disorder he can't qualify for speech services anymore. The IU also does not think he has any sensory processing differences and that all of the sensory behavior noted by others is merely attention seeking behavior. Odd how he does it in his room during his down time with no one there to observe.
So, frustrated and probably just as confused as ever Um, tell me what to think? I feel so lost on all of this and have no idea what the best decision is. Or even what might be a sort of decent OK one.